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International collaboration in higher education and research is considered crucial for economic growth and development. The policy pursued for international research collaboration depends on conditions in other geographical regions and countries, such as trade interests, conflicts, security, and pandemics, hence the term geopolitics. These conditions can be expected to have a major impact on how relationships and cooperation patterns develop. The handling of these issues is discussed in this chapter in the framework of the European policy context as well as through empirical examples regarding the dependence of international recruitment of researchers in two Scandinavian countries, Denmark and Norway. The chapter points to the possible barriers current geopolitical challenges may have for the realization of European as well as national policies for internationalization in higher education. Inequalities depending on gender, career stage, country of birth and other factors have intensified during the pandemic and academic autonomy and freedom of individual researchers and scientific communities are at stake due to a geopolitical situation, which entails increased control with knowledge transfer and research collaboration across national borders. These developments require more complex, targeted safeguarding and policies to protect collaboration in higher education and research.

This study aims to explore sustainable development and business success (BS) through decision-making (DM) in Pakistan’s circular economy.

This is a co-relational study in which the researchers used cross-sectional data collected from the managers of Pakistan’s manufacturing industries. Accordingly, the authors based this study’s findings on 373 valid samples.

This study’s structural equation modeling results reveal that DM has a positive and significant effect on sustainable development, which comprises competitiveness, business performance enhancement, flexibility, customer satisfaction and technology development. Moreover, DM positively and significantly affects BS.

This study’s findings support sustainable development, strengthen the socioeconomic conditions and bring about the industries’ well-being through DM. In addition, these findings demonstrate the need for the circular economy to tackle industrial challenges and simultaneously open up economic and environmental growth opportunities for society.

This study offers the original contribution from a circular economy perspective; there needs to be more empirical evidence among managers of manufacturing industries. Besides, this study provides DM’s role in achieving sustainable development in the presence of BS, which has disappeared in an integrated way, particularly in a circular context.

The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.

Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.

The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”

While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.

The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities.

This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy.

Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education.

The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.

The aim of the paper is to propose an integrative model of the leader competences through the analysis of the several models of competence found in the literature review.

The methodology used was qualitative, based partially on an integrative literature review (Torraco 2016). This paper aims to review, update and criticize the literature related to the competences approach in the organizational context and, on the other hand, to review, criticize and synthesize the literature, namely, the models and competences.

Difficulties in choosing and implementing a leader competency model led to the integration of competencies in a single model, seeking to simplify the choice and implementation process in organizations. The integrative model of leader competences arises from the literature review, more specifically from the analysis of the different approaches found. This model is grouped into four dimensions – intellectual competences, management competences, social competences and emotional competences. This research is a contribution to reduce the fragmentation of leadership and management theories and facilitates the choice and implementation of a leader competence model suited to the organization’s needs, contributing to the leadership effectiveness.

The integrative model of the leader competences allows the choice and implementation of a competence model with a wide range of competences considered as essential in the organizational context by several researchers. This model simplifies the process of identifying the competences that need to be developed, feeding the human resources development process within the organization.

This paper aims to explore contribution of informal learning space - Research Cafe - to enrich research learning experiences of graduate students. Developing strong research skills among graduate students is a prime focus of higher education around the world. Thereby, universities are striving to maximise opportunities that can foster and enrich students’ learning experiences of research; however, the focus is mostly confined to formal opportunities such as research method courses and thesis writing. The provision of informal learning spaces has been recognised as a useful tool for fostering research learning experiences of graduates. This reflective paper is among a few focusing on a model of student-led informal learning space for enriching research experiences in higher education in the context of Pakistan.

This paper uses a reflective approach to generate a metalogue. The research experiences shared by the participants were further reflected by the authors after each research café session. The authors then shared their collective metacognitive reflections with each other, generating a metalogue, which was used as the data set. The metalogue was analysed thematically to generate themes.

Findings reveal that the research café is an informal space to promote academic socialisation by providing a conducive environment, peer support and informal supervision opportunities to foster the research learning experiences of graduate students. Importantly, the model presented in this paper provides a complimentary pathway for boosting learning experiences.

This paper would be useful for graduate students, faculty and university manager to acknowledge the potential of informal learning spaces in promoting research learning experiences. This paper highlights opportunities for replication, and further empirical research are needed to establish the efficacy of research café.

This study contributes to the global debate about graduate research learning experiences through informal learning space, which is yet to be explored, particularly in developing contexts like Pakistan. The idea of the research café is original, as it was conceived keeping in consideration the contextual and cultural aspects. The methodology used in this paper was specifically derived which can be replicated by other researchers.

This study aims to examine two innovation zones in China, including the Suzhou Industrial Park and Tianjin Eco-city, to gain a comprehensive understanding of city locations attributes and its relationship to inward foreign direct investment (FDI) from multinational enterprises (MNEs) in innovation zones embedded in nonhub cities in China.

This research incorporates two site visits and in-depth interviews with 39 personnel working with innovation zones. Thematic analysis is used to analyze interview data and documents.

The results highlight that cities can use innovation zones as a strategy to build high scale knowledge community precincts to connect MNEs and other global actors. As an important institutional feature of city locations, innovation zones increase within-city connectivity and connect cities in global networks resulting in cross-city connectivity to attract FDI from MNEs. From a dynamic knowledge community perspective, this research also compares active and passive approaches toward building knowledge communities and identifies several elements of knowledge communities within innovation zones in China.

The research results could be further explored in other institutional and economic contexts, to understand the interplay of city locations, FDI and innovation zones, and the dynamics of building knowledge communities.

This research has several implications for policymakers and administrators who work with municipal economic development and the development and enhancement of innovation zones. It offers recommendations for MNEs to consider where to make foreign investments and the advantages innovation zones may offer to support FDI.

This research contributes to the literature related to economic development and how nonhub cities can attract FDI and join global networks. It offers empirical insights drawn from two successful innovation zones located in nonhub cities in China.

This chapter compares research management and administration (RMA) associations worldwide and the existing professional development frameworks (PDFs) for RMAs. The comparison is based on a study of 22 national, European Union (EU), and international RMA associations/networks which was carried out between April and June 2020 and revised in 2022; it aims at providing a comprehensive overview of skills and competences of RMAs as a profession to enable worldwide benchmarking and analysis.

The benchmarking analysis could provide useful information for those working on the development of professional frameworks training targeted at RMAs, or the recognition of RMA as a profession.