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This chapter presents the development of Comparative Education in the most representative countries for this discipline in Western Europe, taking into account the diachronic evolution (since the first texts of Jullien de Paris in 1718 or the written work of Sadler in 1900) and the synchronicity of the discipline from which our patterns of committed intellectual activism have been perceived and have consequently allowed the regulation of its current mapping.

Special reference will be given to some of the classic and renewed dilemmas that have prevailed over the decades as cross-cutting themes of interest for specialists in Comparative Education with issues related to denomination, its purposes of ideographic or nomothetic nature, its sometimes problematic entailment with International Education, the significance of the lending and transferring policies in the current scenarios or the present increasing globalization phenomenon in our educational reality, among others.

The chapter also aims at recognizing the possibilities and, at the same time, the limitations currently faced by “Comparative Educations” in Cowen´s words, through working effectively with the most idiosyncratic signs of identity in the discourse and its most immediate future projection in the coming years.

We focus our article on the reasons that support the importance of the discipline: the global evolution of the current supranational scenarios from a social, economic or cultural perspective; the state of education since the contribution of educational policies or the situation of higher education in the context of the European Higher Education Area (EHEA) that, among other aspects, mark the good stage through which the analyzed discipline is experiencing.

Finally, the ratification of this statement is complemented by the firm consolidation of Comparative Education in the European context, giving reference not only to the articulation of its own associations or societies created but also to the journals emerged from them, with a notable impact on the rest of the world and their special contribution to the dissemination of the purposes of the discipline related to the generation and diffusion of policies and practices from a comparative view.

Content marketing is a crucial aspect of digital marketing in modern firms. By generating content that is interesting and engaging, companies have the two-fold advantage of promoting their products in a relatable way, while increasing familiarity and engagement with the brand. As data scientists at Credit Suisse, we value our content teams because their voice is the bank's voice. We strive to provide them with the best tools to increase their articles' success. With the help of machine learning, we have created digital products that allow them to improve articles before publication, recommend them to the most interested readers, and track their performance. The chapter begins with a brief introduction to content marketing, followed by an overview of our data, a review of the business challenges we have encountered, and the machine learning solutions we have developed in order to provide the best data insights to our internal and external stakeholders. We close the chapter with a brief summary of our work.

Despite the multitude of regional-based collaborations in higher education, regionalism theories have received relatively little attention in the literature on higher education. In view of this gap, this chapter seeks to make a case for the study of regionalism and explores how this field could enrich higher education research. This chapter discusses the context of the rise of the regional landscape vis-à-vis the acceleration of globalisation and internationalisation of higher education. It further probes into theoretical and empirical insights, elucidating in particular core regionalism concepts, theories and approaches within the more recent ‘turns’ in regionalism. Empirical cases from regions across the world are presented to help expound on the conceptual points raised.

This study identifies measures to recover economic growth and build sustainable societies and markets in post-COVID-19 scenarios – with a perspective of resilience and adaptability to climate change and massive biodiversity loss. Additionally, this study uncovers the interventions implemented to address economic, environmental and social consequences of past crises based on a systematic literature review. Specifically, this chapter provides answers to the following six questions:

1. What has been done in the past to rebuild social, economic and environmental balance after global crises?

2. Where (geographical region) did the analysis on measures taken concentrate?

3. When have scholars analysed past measures to rebuild business and society after a global crisis?

4. How did the past measures to rebuild business and society after the global crisis take place?

5. Who promotes the measures to rebuild business and society after a global crisis takes place?

6. Why is it important to study the previous literature on past measures to rebuild business and society after a global crisis takes place?

What has been done in the past to rebuild social, economic and environmental balance after global crises?

Where (geographical region) did the analysis on measures taken concentrate?

When have scholars analysed past measures to rebuild business and society after a global crisis?

How did the past measures to rebuild business and society after the global crisis take place?

Who promotes the measures to rebuild business and society after a global crisis takes place?

Why is it important to study the previous literature on past measures to rebuild business and society after a global crisis takes place?

Finally, this chapter identifies future research opportunities to rebuild business and society after the past global crises.

Entrepreneurship educators have recently employed various computer- and game-based teaching methods to develop students’ entrepreneurship knowledge and competencies. However, our understanding of the learning outcomes (LOs) of such methods for students and specifically gamification teaching techniques is fragmented and underdeveloped. This chapter aimed to narrow the gap by systematically analyzing the peer-reviewed empirical studies on gamification and students’ entrepreneurship LOs (ELOs).

This study employed the systematic literature review method to examine the papers on the intersection between gamification and entrepreneurship education (EE). Some of 80 papers were retrieved from Google Scholar, Web of Science and Scopus databases and 16 papers were included in the final analysis. The papers were analyzed based on the key LOs that teaching entrepreneurship using gamification have for students.

This study found limited literature on the interrelationship between gamification and students’ ELOs. The majority of these studies suggested a positive association between gamification and students’ ELOs. These ELOs were classified into four key groups including cognitive, behavioral, social/interpersonal and skill-based LOs. This analysis explored the huge gap in empirical studies on the impact of gamification on students’ ELOs.

This exploratory study is limited to the systematic review of the empirical researches published in scientific journals. Of the numerous game-based and simulation teaching methods, this systematic analysis focused on gamification and its effects on cultivating entrepreneurial knowledge and competencies in students. Future studies should include published and unpublished papers in other sources (such as books, book chapters, working papers and theses) and other types of technology-based entrepreneurship teaching methods.

Educators and computer-based game designers may use the findings of this study to improve the effectiveness of gamified EE and training programs by connecting the objectives and content of the programs to students’ ELOs and examining if the programs create the intended ELOs in students.

This chapter is one of the first attempts that examines students’ LOs of gamification in EE. This chapter contributes to the limited validated knowledge and understanding of the impact of gamification on ELOs of students.

This chapter aims to evaluate the relationship between the representation of women on corporate boards of directors and its impact on firm financial performance.

This study utilized both a systematic review and a meta-analysis, using a sample of 40 published studies, which gleaned financial indicator and observation data from 28 different countries.

As indicated in previous studies, while positive, there was no significant correlation found between the number of women serving on the boards of directors and firm financial performance.

The heterogeneity between the various studies analyzed may present difficulties in making general conclusions. The chapter could also be subject to publication bias, as the selection criteria included may indicate a need for further peer review. Future meta-analyses should include data associated with other financial indicators.

This study shows how composition ratios of men/women serving on corporate boards should be addressed in terms of proving for a greater diversity of leadership perspectives.

Previous systematic reviews and meta-analyses have analyzed country environments as moderators for the relationship between the representation of women on corporate boards and firm financial performance. The present study evaluates possible differences between the impact of the number of women serving on the board of directors on a variety of financial indicators (ROA, ROE, and Tobin’s Q).