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This paper combines the objective information of six mixed-frequency partial-activity indicators with assumptions or beliefs (called priors) regarding the distribution of the parameters that approximate the state of the construction activity cycle. Thus, this paper uses Bayesian inference with Gibbs simulations and the Kalman filter to estimate the parameters of the state-space model, used to design the Imacon.

Unlike other economic sectors of similar importance in aggregate gross domestic product, such as mining and industry, the construction sector lacked a short-term measure that helps to identify its most recent performance.

Indeed, because these priors are susceptible to changes, they provide flexibility to the original Imacon model, allowing for the assessment of risk scenarios and adaption to the greater relative volatility that characterizes the sector's activity.

The classic maximum likelihood method of estimating the monthly construction activity index (Imacon) is rigid to the incorporation of new measures of uncertainty, expectations or different volatility (risks) levels in the state of construction activity. In this context, this paper uses Bayesian inference with 10,000 Gibbs simulations and the Kalman filter to estimate the parameters of the state-space model, used to design the Imacon, inspired by the original works of Mariano and Murasawa (2003) and Kim and Nelson (1998). Thus, this paper consists of a natural extension of the classic method used by Tejada (2006) in the estimation of the old Imacon.

Over recent years, the new public management system has made significant inroads in Spain, and brought about considerable change. This study seeks to analyse the application of market orientation theories in the context of the Spanish public university. More specifically, the paper aims to study the causal relationship between organisational factors which characterise University departments and the level of market orientation adopted by their teaching staff.

Considering the particularities of this context an exhaustive process is followed to develop the appropriate scales to measure the different constructs studied; then the psychometric properties of these scales are checked and structural equation models applied to analyse the causal relationship between the level of market orientation adopted by the teachers and their antecedent factors.

The results of the study allow one to identify and confirm that several factors significantly condition the level of market orientation adopted by the University staff in their activities of teaching, research and cultural diffusion.

The analysis is centred on the case of the Spanish public University system.

University managers should take measures to increase the market orientation of departments. It is necessary to improve knowledge of society's needs, to develop an atmosphere of cohesion and an incentive system that motivates market‐oriented behaviours.

In this paper the market orientation concept is applied to a public service such as the University. The particular characteristics of this context called for an ad hoc re‐adaptation of the concept. Specifically, the design of the scale and its contents had to take into account the plurality of the higher education beneficiaries (students, companies, the administration, society), the three‐fold objectives of the teaching staff (teaching, research, and cultural diffusion) and the particularities of University departments.

Numerous sustainability assessment tools are being created and applied in the higher education sector. In light of such diversity, there is a need to provide a common guideline for sustainability assessment which makes easier the comparison among universities. Using as a reference the Spanish university system, the main aim of this paper is to develop a multi-item quantitative tool for measuring sustainability performance at universities.

To accomplish this task, the first step was to review the literature on sustainability assessment in universities. After reviewing the literature, the authors found more than 1,000 items. The next step was to select those items which were able to fit to the Spanish university context. On this basis, the authors selected a total of 268 items. These items were discussed in a workshop with senior management members from eight Spanish universities with the aim of analyzing the validity and relevance of the items selected.

Then, the proposal for measuring sustainability in Spanish universities was composed of a total of 156 relevant items. In addition, these items were grouped according to seven different dimensions (corporate governance, students, staff, society, environment, companies and continuous improvement). Also, it is important to note that these items were not associated with political risk and they were linked to provide more reliable information to assess sustainability in universities.

Recent literature have stated that the existing tools specifically developed for assessing higher education institutions performance toward sustainability have some weaknesses. Then, one of the main contributions of this study has been the creation of a new multi-item quantitative tool aimed at measuring the integrated consideration of social, economic and environmental dimensions of sustainability in universities.

New trends are emerging in the brewery sector; but to date beer consumer segmentations are scarce. In this context, the present study addresses the following questions: “Are beer consumers monolithic or are there different segments in the beer market?; and “What are the main characteristics of the beer consumer segments?”. The purpose of this paper is to examine the potential beer consumer segments and to profile them regarding their consumption behaviour.

Data from a sample of 592 consumers were analysed through hierarchical cluster analysis; and the validity of the cluster solutions was then examined through a MANOVA analysis.

A five-cluster solution emerged, revealing different beer consumption patterns and preferences. These segments are identified as “beer lovers”, “circumspect seniors”, “social drinkers”, “homelike women” and “beer to fuddle consumers”.

The findings suggest that beer consumers cannot be seen as a homogenous consumer group; and managers and brewers could manage beer as five different products, instead of considering beer as a single item.

This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip students with alternative views of business. To give a more qualitative study, this paper also provides a more detailed curriculum analysis from a double point of view: first, the authors analyze the environmental integration in curricula by means of the presence of environmental embedded subjects. On the other hand, the authors analyze the main environmental topics covered by curriculum of Spanish universities.

A Web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees at all universities in Spain was conducted.

One of the main conclusions of this paper is that public universities in Spain are more likely to require an environmental course than private universities. Other factors, such as size, political orientation or chairs/research institutes are not statistically explanatory of environmental education. Another important finding is that environmental training in management courses offered by Spanish universities is still relatively underdeveloped. Comparatively, the authors found that the most common method of teaching environmental issues in Spain is by means of embedded subjects (horizontal integration) in comparison with stand-alone subjects (vertical integration) as a response of the necessity of providing a systemic and holistic approach toward environmental aspects. From this perspective, the main topics covered in curriculum are environmental management, sustainable tourism, environmental economy or environmental impact.

There is a lack of empirical research focuses on analyzing determinant factors to environmental education in management undergraduate curricula of Spanish universities. Indeed, most of previous studies provide a descriptive review of environmental courses in management education.

The purpose of this paper is to present a quantitative and qualitative synthesis of the diverse academic proposals and initiatives for preventing and eliminating hate speech on the internet.

The foundation for this study is a systematic review of papers devoted to the analysis of hate speech. It has been conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) protocol and applied to an initial corpus of 436 academic texts. Having implemented the suitability, screening and inclusion criteria, this corpus was refined to a sample of 74 articles.

The main subject categories studied in this corpus of academic research are legal issues and social media. In the majority of the articles, the use of hate speech via social media is associated with five typologies: religion, cyber racism, political slurs, misogyny and attacks on the LGTBI community. The absence of ethical reflection is one of the major shortcomings of IT-focused research and analysis devoted to online hate speech.

To date various systematic reviews have been presented, and they focus on detecting or describing hate speech. These have used either the search appraisal synthesis analysis framework or the Cochrane network. The PRISMA protocol was applied for this study, and both Scopus and texts in German were included. To date no major, rigorous systematic review has been undertaken of proposals to combat hate speech.

The link between hate speech and poverty has not been studied in depth within the academic sphere. Tolerance and ethical compassion are not granted the attention they merit when it comes to analysing the phenomenon of hate speech.

The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators – building their understanding of sustainability and their ability to transform curriculum and wider learning opportunities. The purpose of this paper is to focus on university educators and critically review the professional development and policy landscape challenges that influence their effective engagement with Education for Sustainable Development (ESD). The paper is informed by a pan-European collaboration involving 33 countries that identified emerging scholarship and practice in this area and assessed the lessons learned from ESD professional development initiatives. It sets the context for a special issue titled “Professional Development in Higher Education for Sustainable Development” that draws together a collection of articles focusing on professional development of university educators across the world.

This paper provides a critical review of existing practice, international policy frameworks and literature relating to ESD, professional development and higher education. It examines innovative initiatives worldwide that seek to improve the capability of educators in higher education to integrate ESD into academic practice at individual, disciplinary and institutional levels. A rigorous process of selection was applied and overseen by an international expert group. This ensured that the initiatives sought educational change in ESD, and not simply the embedding of content about sustainability into learning opportunities. It also assured that the initiatives had a clear and intentional professional learning process to underpin the engagement of participants with ESD.

ESD has grown in visibility and status worldwide, with a clear increase in activity in higher education. The sector is viewed as a significant force for change in societies, through the education provision it offers to future professionals and leaders in all sectors. However, universities currently lack capacity to integrate ESD effectively into mainstream teaching practices and the training they provide for academic staff or to integrate ESD into their institutional teaching and learning priorities. Many ESD activities remain focused on teaching issues arising in sustainable development research and delivering specialist modules or courses in sustainability. Very few countries and institutions have significant staff development programmes to enhance the ESD competences of university educators and build their academic leadership capabilities for ESD. The contributions to this special issue show the need for greater understanding of the multi-level task of integrating ESD into professional development activities, not just for individual impact in the classroom but to advance institutional change and decisively influence the teaching and learning discourse of higher education.

There are few research studies and documented activities on ESD professional development in higher education available in the literature. This paper attempts to explore what ESD professional development involves and describes its complexity within the higher education sector. The special issue provides a collection of innovative research and practical initiatives that can help those involved in education and learning to develop ESD as a priority for future university innovative pathways.

The purpose of this paper is to analyze a variety of factors that can explain the differences in commercial bank efficiency among 17 countries in Latin America (LatAm).

In a first stage, data envelopment analysis (DEA) and conditional efficiency analysis techniques are used to assess the relative efficiency level of 409 banks for the 2014-2016 period. The conditional efficiency approach considers environmental variables (that are beyond the manager’s control), which could influence the shape and the level of the boundary of the attainable set. In the second stage, the resulting conditional efficiency scores are correlated with internal variables (those that are under the manager’s control), which might affect the distribution of the inefficiencies. For this purpose, an econometric approach developed by Simar and Wilson (2007) is used.

First stage scores reveal the heterogeneity of average efficiency within the region. Regarding the factors that may explain the differences in performance in the LatAm banking sector, the results allow us to state that certain internal variables such as bank size, the ratio of loans to total assets and the ratio of non-performing loans show the expected relationship to efficiency, in line with much of the previous literature.

This is the first time that conditional efficiency and Simar and Wilson (2007) approaches have been applied at the same time to analyse the LatAm banking industry.

This paper aims to find out what attitudes Economics and Business students have towards sustainability and what they expect from their education in relation to the achievement of economic, social and environmental sustainability. The objective is to find out if the studies of Economics and Business favour the development of pro-sustainability attitudes, taking into account factors such as the gender of the students, the course in which they are enrolled and the economic training received before entering university.

A survey was designed covering ecological, social, cultural, economic and political aspects. The survey was conducted among students of the Bachelor’s Degree in Business Administration and Management and the Bachelor’s Degree in Economics. The authors used discriminant analysis and analysis of variance to test the research hypothesis.

Students are concerned about environmental problems and are aware of the need for action, but there is little consensus on the actions needed to overcome them. Some negationist traits are detected: those who rely more on technology give less importance to environmental problems and to the possibility of a major ecological catastrophe. Girls are more in favour of sustainability than boys, and students who have previously studied economics consider that their training has enabled them to evaluate the resources available and necessary to perform any job more than those who have not studied economics, regardless of their sex and year.

Many articles have focused on the importance of sustainability in higher education, but hardly any have analysed the role of economic education in achieving sustainability. Given the importance and the proven inter-relationship between economics and sustainability, with this article, the authors contribute to fill the gap in the literature. It is necessary that current students and future professionals receive adequate economic education.

The study aims to provide relevant information on the educational processes experienced by university students in Spain during the period of compulsory confinement. To this end, the key factors of the emergency educational model implemented by the country's universities have been analysed.

The study investigated, through qualitative, exploratory research and 30 in-depth interviews, how university students have lived the process of change to alternative forms of education during the crisis, what training experiences stand out and what factors related to virtual education they identify as relevant keys.

Participants usually focus on three main topics: (1) The impacts of changes in training development with regard to methodologies and forms of assessment; (2) The facilities and difficulties in this new modality of online training; and (3) The consequences of the crisis on higher education in the medium and long term.

Students participating in the study offer relevant and critical information on the adaptations developed by Spanish universities during the Coronavirus crisis. This information can be fundamental for the conscious decision making of the institutions, so that they can develop educational processes more adequate to the needs and possibilities of the university students in times of crisis.