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The chapter analyses the anti-immigration political parties in the European Union (EU) as a challenge for the EU values such as human dignity, freedom, democracy, equality, rule of law, and human rights. As the main constituents of the political groups in the European Parliament, the single elected body of the EU, the parties in the member states require a special scrutiny. In this context, the study aims at understanding and exposing how anti-immigration political parties in the EU discursively construct immigration as a threat. Taking into consideration their salient rise in the 2019 European election, it focuses on the discourses of the relevant parties delivered during the debates of the first half of the ninth (2019–2024) parliamentary term by using critical discourse analysis as its theoretical and methodological framework. The main argument of the study is that these political parties securitize immigration within three main discourse topics: immigration as a security threat, as an economic threat, and as a cultural threat.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.

The study aims to determine the outcomes of mentorship in an online game system, as well as the characteristics of good mentors.

A combination of anonymized survey measures and in-game behavioral measures were used to power longitudinal analysis over an 11-month period in which protégés and non-mentored new players could be compared for their performance, social connections and retention.

Successful people were more likely to mentor others, and mentors increased protégés' skill. Protégés had significantly better retention, were more active and much more successful as players than non-protégés. Contrary to expectations, younger, less wealthy and educated people were more likely to be mentors and mentors did not transfer their longevity. Many of the qualities of the mentor remain largely irrelevant—what mattered most was the time spent together.

This is a study of an online game, which has unknown generalizability to other games and to offline settings.

The results show that getting mentors to spend dedicated time with protégés matters more than their characteristics.

Good mentorship does not require age or resources to provide real benefits.

This is the first study of mentorship to use survey and objective outcome measures together, over time, online.

This commentary discusses the broader potential of student response systems (SRS) regarding their positive impact on student mental health and wellbeing. The purpose of this paper is to draw on relevant literature to illustrate the wider social and intrapersonal benefits of SRS beyond its use as an educational tool.

Tenets of social information processing theory are used in conjunction with the literature from health, sociological and psychological disciplines to explicate the mental health benefits of SRS.

SRS can make a positive contribution students’ mental health and wellbeing, thus assisting the broader pastoral support and employability frameworks of higher education institutions.

An original perspective on the use of SRS in promoting the mental health and wellbeing of university students

Scholars often aim to conduct high quality research and their success is judged primarily by peer reviewers. Research quality is difficult for either group to identify, however and misunderstandings can reduce the efficiency of the scientific enterprise. In response, we use a novel term association strategy to seek quantitative evidence of aspects of research that are associated with high or low quality.

We extracted the words and 2–5-word phrases most strongly associated with different quality scores in each of 34 Units of Assessment (UoAs) in the Research Excellence Framework (REF) 2021. We extracted the terms from 122,331 journal articles 2014–2020 with individual REF2021 quality scores.

The terms associating with high- or low-quality scores vary between fields but relate to writing styles, methods and topics. We show that the first-person writing style strongly associates with higher quality research in many areas because it is the norm for a set of large prestigious journals. We found methods and topics that associate with both high- and low-quality scores. Worryingly, terms associated with educational and qualitative research attract lower quality scores in multiple areas. REF experts may rarely give high scores to qualitative or educational research because the authors tend to be less competent, because it is harder to do world leading research with these themes, or because they do not value them.

This is the first investigation of journal article terms associating with research quality.

Manufacturing firms must embrace smart technologies and develop complex leadership approaches to achieve sustainability. Using the dynamic capability theory, this paper aims to examine the influence of the adoption of industry 4.0 technologies (AT) and paradoxical leadership (PL) on corporate sustainable performance (CSP) of manufacturing small-medium enterprises (SMEs) in Malaysia. Moreover, organisational ambidexterity (OA) is a mediator and strategic flexibility (SF) is a moderator in the study.

The study is a cross-sectional, quantitative study design that collected 395 usable responses through a simple random sampling technique and a close-ended structured questionnaire. Structural equation modelling (SEM) procedures were followed to analyse the data.

The statistical outcome implies that the AT significantly influence CSP and OA and mediate with CSP in the presence of OA. Moreover, PL shows a significant impact on OA, is insignificant on CSP and mediates with OA and CSP. The authors found a significant association between OA and CSP; however, SF did not provide evidence of a moderate effect.

The findings of this study clarify the role that organisational capabilities (OA, AT, PL and SF) play in fostering sustainability. The authors suggest incorporating SMEs from different geographies in other sectors by applying diverse methodologies and relevant constructs.

The result injects new perspectives into policy, managerial and individual levels. Installing OA, AT, PL and SF makes SMEs sustainable.

The empirical validation of the influence of OA and AT on CSP and the interaction of PL and SF enriches the organisational and entrepreneurial literature.

This study provides a meta-review of global virtual team (GVT)–related reviews, creating a resource that highlights dominant themes, research trends and shifts in topics over time culminating in a summary of opportunities for future research. By analyzing and grouping the evidence presented in previous research, this meta-review provides key insights toward future research and managerial implications.

This meta-review identifies 35 existing GVT-related reviews across 32 publication outlets, providing a longitudinal and cross-disciplinary view of GVT research to date.

Results of the analysis reveal over time that there has been a largely adopted reconceptualization of the GVT paradigm toward a continuum of virtuality. There has been a shift in the view of the cross-cultural and global components of GVTs toward a recognition that a greater variance of dimensionality exists. Additionally, popular themes across the literature emerge, notably, virtuality, concepts of culture, trust, leadership and communication technology.

As a multidisciplinary GVT-focused meta-review, this study complements previous efforts by taking a tour across this wide topic and is dedicated to those who are researching, teaching, working and managing GVT-related strategies. The reviews selected represent work published across multiple literature streams, providing a comprehensive and forward thinking perspective.

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

The main purpose of this study is to examine the impact of imported inputs on firms' productivity in selected South Asian economies, namely Pakistan, India and Bangladesh. Furthermore, this study explores the complementarity between firms' capabilities and imported inputs in an augmented productivity framework.

A dataset comprising 7117 manufacturing firms of selected South Asian economies was taken from the World Bank for 2013 and 2014. The empirical analysis was based on stochastic frontier models, the ordinary least square method and instrumental variable estimation techniques.

The empirical results show that imported inputs have positive and significant effects on the firms' productivity in the selected countries. Moreover, the study findings demonstrate that firms' capabilities play a complementary role in expanding the firms' production frontier.

The study outcomes suggest that reducing tariffs on imported inputs will enhance the firms' productivity in the selected emerging economies. However, the study further finds that the potential gain of imported inputs is conditional on the firm's capabilities. It implies that firms operating in these countries can improve their performance by allocating more resources to capabilities, such as workers’ training, management and internal R&D effort.

The existing literature on the subject is sceptical about the positive impact of imported inputs on firms' productivity in the case of developing countries. In this regard, the shortage of skilled labour and firms' capabilities are compelling rationales that need to be explored. Thus, the potential contribution of the study lies in explaining the moderating role of firm's capabilities operating in the selected emerging economies in the nexus of imported inputs and productivity.