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Olga Bain teaches at the Graduate School of Education and Human Development at George Washington University, Washington, DC. Her research interests include educational policies in post-socialist countries, internationalization and globalization of higher education, faculty productivity and women's advancement in academia, and higher education financing. Olga Bain has consulted for the American Council on Education, the Academy of Educational Development, the International Research and Exchanges Board, the Council of Europe, the Salzburg Seminar, and others. She authored the book University Autonomy in the Russian Federation since Perestroika (2003, RoutledgeFalmer) as well as book chapters and articles in peer-reviewed journals. She holds a Ph.D. degree in social foundations of education, comparative and higher education from the University at Buffalo, NY, and a candidate of sciences degree in sociolinguistics from St. Petersburg University, Russia.

The chapter identifies and analyzes scholarly discourses that framed understanding of change and directed further reforms in post-socialist education over the past two decades. It discusses the origins of these discourses, their theoretical underpinnings, evolution, and cultural biases. The analysis of scholarly texts published on post-socialist education draws on methods of discourse analysis and utilizes the concept of sensemaking and the lens of translation to deconstruct how educational change is framed. Most of the identified discourses – restoration, importation, revolution and evolution, transformation and innovation, crisis and survival, glocalization, educational borrowing, system convergence, education for social transformation – originated outside either education or the post-socialist region itself in transitology studies, dependency theory, world system theory, and social reproduction theory. The resultant discourses carried over or challenged the underlying theoretical assumptions, exposed cultural sensitivity, or otherized the post-socialist region. The chapter identifies emerging scholarship that deconstructs framing of the same post-socialist educational phenomena. These emerging approaches reflect local and national searches for identity rather than global agendas. Contrary to the earlier prediction that with the end of the cold war, economic, political, and social institutions would converge into one monolithic world order, the chapter argues that the contemporary world today has come to display diversity, particularism, multiple voices, and the beginning of new histories. This study identifies emerging lines of research that look into the construction of meanings and expose cultural biases, while offering original conceptualization of two decades of scholarship on post-socialist educational change.

The study of (post)socialism has always had a complicated relationship with comparative education. Tracing the changing emphases of research on (post)socialism during and after the Cold War, this chapter highlights how (post)socialist studies moved from being highly politicized during the Cold War, to becoming subsumed by convergence and modernization theories after the collapse of the socialist bloc, to reemerging as a part of broader “post” philosophies reflecting the uncertainties and contradictions of social life. This chapter proposes to treat post-socialism not only as a geographic area, but also as a conceptual category that allows us to engage in theorizing divergence, difference, and uncertainty in the context of globalization. It is a space from which we can further complicate (not clarify) our understanding of ongoing reconfigurations of educational spaces in a global context, and ultimately challenge the evolutionary scheme of thought and established concepts of Western modernity. For comparative education and social theory more broadly, post-socialism can thus become a challenge (or an agenda) for future debates – whether theoretical or methodological – about global processes and their multiple effects on education and societies today, in the past, and in the future.

This study aims to systematize and critically analyse existing indices and frameworks on digital capabilities with the focus on consumers’ digital capabilities, identify opportunities for their further development and suggest agenda for future research.

A sample of 18 frameworks and indices of consumers’ digital capabilities were compared based on their purposes, stakeholders, scope and application areas.

The study concludes with propositions that generalise current views on conceptualisation, measurement and management of consumers’ digital capabilities. Each proposition is further investigated in terms of possible implications for research and practice.

The study indicates opportunities for businesses not only to consider consumers as recipients and adopters of digital technologies but also to aim to understand how to proactively involve consumers in value co-creation, help them be better educated and have a comprehensive understanding of potential outcomes of their participation in the digital economy.

Highlighting individual consumer perspective in existing indices and frameworks will help consider the interests of society and provide win-win opportunities for everyone involved in the digital marketplace through bottom-up engagement in addition to top-down regulation and monitoring.

This study contributes to the extant literature threefold: firstly, existing digital capability frameworks and indices are systematized and critically investigated using criteria of stakeholders, purpose and aims; secondly, consumers are identified as principal stakeholder group whose interests are insufficiently presented in existing indices; thirdly, an integrative approach is suggested for a crucial comparison of existing indices, frameworks and their methodology with the focus on consumers’ interests.

The study aims at exploring the perspective of three English as a Foreign Language teachers after their year-long involvement in the Lesson Study project in the context of Kazakhstan in order to capture and list any perceived changes in teachers’ educational beliefs over the period of the Lesson Study intervention. The main argument of the study suggests that the school-based Lesson Study initiative is conducive to triggering changes in teachers’ educational beliefs, and thus, might lead to positive changes in school culture in Kazakhstani schools. Shaped following Hill et al., (1982) in Swales, 1990 hour-glass model of a research project (Swales, 1990), the article reflects the third concluding part of the Ph.D. thesis focusing on the implementation of the Lesson Study methodology in Kazakhstan.

The study adopts the qualitative research design and follows the narrative inquiry methodology. The three narrative interviews (Bauer, 1996) are utilized as the main method of data collection. The data were analyzed as text following a general inductive approach (Thomas, 2003), where emerging themes were identified employing data reduction and further sub-categorized through the conceptual and theoretical lenses of the study. The emerged categories reflecting the perceived shifts in teachers’ educational beliefs were dialectically linked to implications for school culture in Kazakhstani schools.

As data suggest, the respondents’ active engagement in the Lesson Study professional learning community and exercising leadership through implementing changes in their classroom practice has made a positive impact on teachers’ rethinking their teaching practice, attitudes to students and their learning, collegiality, and professional self-identification. We conclude that, if organized properly, Lesson Study has enormous potential to facilitate changes of teachers’ educational beliefs: from direct transmission beliefs toward constructivist beliefs, from restricted professionals’ beliefs toward reflective practitioner beliefs and attitudes, toward beliefs in the power of student’s voice, and collaboration. Those shifts are linked to establishing a more positive, child-friendly and rights-based school culture with teachers’ shared visions and capacity for innovation.

We acknowledge that the abundance of the reported positive changes or perceived shifts in teachers’ thinking might not be the indicators of actual changes in their beliefs. We emphasize that the study was carried in a controlled context, i.e. the three ELF teachers were constantly supported, and the teacher talk was systematically guided by a trained facilitator. Warned by Giroux et al. (1999), we are aware of the major challenge of the fundamental assumption of critical pedagogy that teachers are willing and able to undertake “the practice of analyzing their practice” (p. 27) voluntarily. Thus, the question remains open: if the facilitator’s support is eliminated, will the results point to the occurrence of the disruption and disorientation as a necessary condition for the beliefs change?

Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of conceptual and theoretical lenses, the research contributes to the academic literature by connecting teachers’ educational beliefs, Lesson Study and school culture. The findings might be of value for the school leaders, educators, teacher trainers, and policymakers to advocate Lesson Study as a systematic approach to the whole-school improvement, as a tool to facilitate positive changes in school culture, as well as give impetus to studies employing the school culture perspective in developing Lesson Study impact evaluation tools.

The purpose of this paper is to address the internationalization of Russian multinationals by critically challenging existing assumptions about “springboard” foreign market selection by emerging market firms.

The authors studied foreign market selection decisions for 497 international merger and acquisition (M&A) and joint venture (JV) deals completed by Russian multinational enterprises (MNEs) between 1997 and 2009. The statistical model tests the impact of the geographic, political and economic distances of the host country from Russia on Russian MNEs' foreign market selection decisions.

Contrary to existing assumptions, the host country's geographic closeness to Russia, and its being an ex‐USSR republic or a tax haven, positively affected the country's probability of attracting an M&A or JV deal by a Russian MNE, while the similar level of economic development did not significantly influence the MNEs' foreign market selection decisions. The patterns of significance among the explanatory variables vary for Russian MNEs operating in the natural resources industries.

Further studies may extend the observation period, enlarge the database with Greenfield and export deals by Russian MNEs, and add cross‐country cultural distances to the explanatory variables.

Russian managers should consider the “distances” that might influence firms' foreign investment decisions. This paper also allows host country governments willing to formulate policies aimed at the attraction of Russian outward foreign direct investments to obtain a better understanding of Russian MNEs' international strategies.

One of the few quantitative studies on the topic, this research suggests that Russian MNEs choose their own means of foreign market selection, combining gradual and leapfrog approaches to internationalization.

Modern meat processing requires automation and robotisation to remain sustainable and adapt to future challenges, including those brought by global infection events. Automation of all or many processes is seen as the way forward, with robots performing various tasks instead of people. Meat cutting is one of these tasks. Smart novel solutions, including smart knives, are required, with the smart knife being able to analyse and predict the meat it cuts. This paper aims to review technologies with the potential to be used as a so-called “smart knife” The criteria for a smart knife are also defined.

This paper reviews various technologies that can be used, either alone or in combination, for developing a future smart knife for robotic meat cutting, with possibilities for their integration into automatic meat processing. Optical methods, Near Infra-Red spectroscopy, electrical impedance spectroscopy, force sensing and electromagnetic wave-based sensing approaches are assessed against the defined criteria for a smart knife.

Optical methods are well established for meat quality and composition characterisation but lack speed and robustness for real-time use as part of a cutting tool. Combining these methods with artificial intelligence (AI) could improve the performance. Methods, such as electrical impedance measurements and rapid evaporative ionisation mass spectrometry, are invasive and not suitable in meat processing since they damage the meat. One attractive option is using athermal electromagnetic waves, although no commercially developed solutions exist that are readily adaptable to produce a smart knife with proven functionality, robustness or reliability.

This paper critically reviews and assesses a range of sensing technologies with very specific requirements: to be compatible with robotic assisted cutting in the meat industry. The concept of a smart knife that can benefit from these technologies to provide a real-time “feeling feedback” to the robot is at the centre of the discussion.

This paper aims to investigate Lean Six Sigma (LSS) in the Brazilian context, seeking to identify its main characteristics and opportunities for future research.

This study focuses on a literature review in the area of production engineering and operations management, where 104 relevant scientific publications were identified.

The results show that the most important critical success factor for integrating LSS in Brazil is top management support and commitment. LSS integration occurs predominantly in large industrial companies, being incipient in small and medium-sized enterprises. In general, there is no structured way of applying LSS. A standard framework for LSS is still lacking.

This study is limited to a sample that only comprises Brazilian scientific studies.

Professionals and practitioners can understand the evolution of LSS through practical applications and the main LSS tools used in both the industrial and services sectors. It also points out the critical success factor for the implementation of LSS. The study highlights several roadmaps for LSS implementation adopted by large and modern Brazilian automotive industries based on a robust technological base. This study also contributes to expanding the evidence base of LSS application, both in Brazil and in other countries.

Some suggestions are proposed to clarify the structure and complexity of integrated implementation of LP and SS as well as expand the LSS application in small and medium-sized enterprises. This study is the first to discuss the current situation of LSS in Brazil and provide suggestions to expand LSS in the country. Comparisons of Brazilian LSS literature review with researches of others countries are also presented.