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This paper extends a methodology proposed by Nissanov and Silber (2009) who decomposed the coefficient β used in convergence analysis into three components checking respectively whether there was σ-convergence, whether ‘pure mobility’ (upward or downward income mobility) was lower among the poor and what the extent of ‘residual mobility’ (the third component) was.

The present paper extends this analysis by applying it to the analysis of regional per capita income levels but also to that of within regions inequality and regional welfare levels. The empirical illustration uses Portuguese data on average earnings at the level of NUTS3.

The purpose of the work is to determine the signs of conflicts in social effects of crises of economic systems and to determine perspectives of studying crises on the basis of the concept of economic conflicts.

For determining the signs of conflicts in social effects of crises of economic systems, this work uses the method of qualitative break-even analysis, the methods of systemic, problem, and structural and functional analysis, and the method of formalization (table presentation of authors’ conclusions).

It is substantiated that social causes and social manifestations and consequences of crises of economic systems have signs of conflicts – violation of balance of socio-economic phenomena and processes and the following negative reaction of economic subjects. Causal connections of distribution of conflicts within social effects of crises of economic systems are determined and a preferable method of their regulation is offered.

A new method of state regulation of socio-economic system for overcoming its crisis and crisis management is offered. An advantage and essential difference of this method from the traditional one is influence on social cause of crisis (not on its economic and social consequences), due to which it is possible to quickly overcome the crisis and reduce the risk of its renewal.

The purpose of the chapter is to determine common regularities and peculiarities of the influence of the 2008 crisis on development of socio-economic systems in view of developed and developing countries.

The methodology of this research includes the developed author’s conceptual model of conflict of socio-economic system as an analog of the model of economic cycle. As crisis is a manifestation/example of economic conflict, this model could be used for studying it. Also, the method of comparative analysis is used for comparing the influence of the 2008 crisis on development of socio-economic systems from various categories. The objects of the research are selections of countries according to classification of the International Monetary Fund – leading developed countries (advanced economies) and emerging market and developing economies. The studied indicator is annual growth rate of GDP in constant prices.

Modeling and analysis of the influence of the 2008 crisis on development of socio-economic systems of developed and developing countries are performed, with crisis considered as a wave of economic cycle. Apart from common regularities of the 2008 crisis in socio-economic systems – vivid and short negative reaction and double wave of crisis – we determined peculiarities of influence of this crisis on economies of developed and developing countries. These peculiarities are connected to the fact that the 2008 crisis was deeper in developed countries than in developing countries, but the crisis was developing according to the optimistic scenario (long waves) and was overcome in 2012. In developed countries, the crisis was developing according to the pessimistic scenario (short waves), and negative reaction renewed in 2012, with another one expected in 2021.

It is substantiated that insufficiently intensive and successful management of crisis in developing countries will probably become a cause of increase of differentiation of countries in the global economic system, which is expressed in growth of underrun of developing countries from developed countries.

The present study aims to determine the existence of simultaneous relationship between economic growth, income inequality, fiscal policy, and total trade of the 13 emerging market economies as a group for the period 1980–2010. After establishing the existence of simultaneity between the above relationships, a simultaneous panel model has been formulated and estimated incorporating the nonlinearity among the variables as suggested by the existing literature. An inverted U-shape relationship is evident between (1) economic growth, income inequality, and total trade in economic growth equation, (2) income inequality, economic growth, and per capita income in income inequality equation, and (3) total trade and economic growth in total trade equation. Thus, the existence of a two-way nonlinear relationship is highlighted between economic growth, income inequality, and total trade. Apart from these nonlinear relationships, positive and significant effect of (1) gross capital formation, inflation, population growth, human capital, fiscal policy, monetary policy, and domestic credit to private sector on economic growth; (2) civil liabilities on income inequality; (3) gross capital formation and inflation on total trade; (4) total trade, population growth of those aged 65 years and above, political system on fiscal policy is highlighted. Also, negative and significant effect of (1) fiscal policy on income inequality and (2) income inequality on fiscal policy is revealed.

Purpose: The purpose of this paper is to scientifically test the credibility (proof or refutation) of the existing argument for a technological leap in the COVID-19 pandemic and the post-pandemic period.

Design/Methodology/Approach: The conducted review of existing sources of research literature showed that they have formed an insufficient scientific background for a clear understanding of digital deprivation of services, social contradictions and conflict management as components of technological leap amid the COVID-19 pandemic and in the post-pandemic period. To fill the identified gap in the system of scientific knowledge, this work uses the method of comparative analysis of statistical data. Some countries of the world, the EU countries and the United States, which are characterized by the largest population and the largest contribution of investments to the digitalization of value chains and the development of innovations, were selected as objects for this study.

Findings: Research has shown that rapid digitalization is impacting all aspects of life, including not only how value is created and exchanged, but also how we interact, operate, purchase and receive services. In this process, data and its international flows are becoming increasingly important for development. The usual digital gap associated with connectivity, reflecting significant differences between and within countries in readiness to use the power of data, is exacerbated by what might be termed the data gap. Countries with limited opportunities to transform digital data into digital analytics and entrepreneurial opportunities, and to use them for economic and social development, are obviously at a disadvantage.

Originality/Value: Digital data have been proven to be one of the top strategic assets for creating both private and public value. Our ability to meet the Sustainable Development Goals (The 2030 Agenda for Sustainable Development, 2015) depends a lot on how these data are applied. The idea of sustainable development arose, as it is known, for overcoming significant fluctuations in the positive transformation of society, and for the alignment in the pace and results of the transition of various countries to the post-industrial scenario of progress. There are many obstacles on the path of sustainable development, which hinder the transition to this vector of transformation. First, the gap in economic and social development between the countries of the ‘golden billion’ and many other countries has not been reduced. Second, the digital gap continues to deepen. But a new and extremely threatening danger on the path to the transition to sustainable development has become the global crisis caused by the COVID-19 pandemic that emerged in early 2020 and is still ongoing.

Determining the right course for the future is a difficult task, but its solution cannot be postponed. Data are multidimensional, and their use has an impact not only on trade and economic development but also on human rights, peace and security. In addition, measures should be taken to reduce the risk of misuse and unauthorized use of digital data by states, non-states or the private sectors to avoid the possibility of global social conflict.

Purpose: The paper aims to explore gender conflict as a factor of global technological inequality from a modelling and conflict management perspective through an analysis of women’s participation in science.

Design/methodology/approach: A review of the existing research literature has shown that there is an insufficient scientific basis for identifying the extent of gender conflict as a factor of global technological inequality through an analysis of women’s participation in science. Statistical data analysis is used to fill the identified gap in the scientific knowledge system. The countries chosen for study are those with the largest gender gaps and technological inequalities in terms of women’s participation in science and knowledge-intensive industries as well as in R&D.

Findings: The chapter reviews the factors that make the case, from an academic perspective, for the technological inequalities and gender gaps in the world leading to global employment conflict. The field of education encompasses numerous interrelated aspects, ranging from the level of demand and supply of educational opportunities to the access and delivery of education. These aspects also relate to the quality of teaching and the learning process, the effectiveness of the education system, individual learning outcomes, and the impact of education on the development and well-being of the individual, the community and the country as a whole. Scientific researchers make an important contribution to improving the quality of the education system: scientific research produces new knowledge further implemented through the education system. Such knowledge can improve people’s lives. Research is often carried out in universities, but also in the commercial sector, particularly in high-tech companies (Research and Development).

Originality/value: Education has been proven to be one of the resources that provide people with equal opportunities in life. Integrating a gender perspective into education includes assessing and promoting gender equality in learning opportunities available to men and women throughout their lives, especially during compulsory education. The gender approach also includes assessing the fairness of the delivery of educational services (such as training, management and course content).