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Unplanned urban mobility causes negative effects on the population and the environment. This study aims to understand how higher education institutions (HEIs) are managing the transportation issues related to their activities and how they are implementing actions towards more sustainable practices in this regard.

A systematic review and bibliometric analysis were performed using the Proknow-C method, and the bibliographic portfolio was evaluated to answer guiding questions about distribution of articles over the years and around the world, the most relevant and frequent topics, the travel behavior of university life and the main methodologies used. The meta-analysis was modeled using a programming language in R to execute Bibliometrix package.

Sharing systems, active transport, public transport, urban planning, car parking management and travel behavior are the most relevant topics related to sustainable mobility in HEIs. Different strategies to reduce car use are adopted, and the geographic location of the university and the availability of housing and shopping services in close proximity directly influence travel patterns. As a result, seven guidelines and strategic actions associated were proposed to promote the engagement of institutions in the development of sustainable transport and guide future studies about new solutions to promote sustainable university commutes.

This paper presents a new perspective by performing a critical literature review based on the experiences reported by several isolated studies on the subject. Initiatives of sustainable transport guidelines can be used by academics, urban planners, higher education administrators and other stakeholders to make universities more environmentally friendly, inclusive and accessible.

This study aims to explore the interplay between community dynamics and knowledge production using the quantum computing research field as a case study. Quantum computing holds the promise of dramatically increasing computation speed and solving problems that are currently unsolvable in a short space of time. In this highly dynamic area of innovation, computer companies, research laboratories and governments are racing to develop the field.

After constructing temporal co-authorship networks, the authors identify seven different events affecting communities of researchers, which they label: forming, growing, splitting, shrinking, continuing, merging, dissolving. The authors then extract keywords from the titles and abstracts of their contributions to characterize the dynamics of knowledge production and examine the relationship between community events and knowledge production over time.

The findings show that forming and splitting are associated with retaining in memory what is currently known, merging and growing with the creation of new knowledge and splitting, shrinking and dissolving with the curation of knowledge.

Although the link between communities and knowledge has long been established, much less is known about the relationship between the dynamics of communities and their link with collective cognitive processes. To the best of the authors’ knowledge, the present contribution is one of the first to shed light on this dynamic aspect of community knowledge production.

The very essence of internationalisation, which depends heavily on academic mobility and cross-border interactions, has been adversely affected due to the COVID-19 pandemic and has been associated with a significant decline in student and staff mobility in South Africa and around the world. Nonetheless, it has also catalysed innovation and inspired new approaches to teaching and learning that have the potential to transform the future of higher education. In the aftermath of the COVID-19 pandemic, higher education institutions are grappling with a fundamental question that goes beyond the practicalities of internationalisation: How can we re-envision the concept of internationalisation to meet the challenges of the new normal? This question calls for a deeper reflection on the nature of internationalisation itself. How can we ensure that cross-border interactions and exchanges continue to foster a sense of global community and intercultural understanding, even in a world that is physically distanced? This chapter seeks to explore the profound implications of the pandemic on the internationalisation of higher education (IHE) in South Africa. It aims to critically examine the present challenges to internationalisation and the strategies that have been developed to address them in the context of the post-pandemic world. The chapter employs a critical reflection approach through the use of qualitative research, systematic literature review, and document analysis. By utilising these methodologies, it seeks to delve deeper into the implications of the pandemic on the IHE in South Africa.

This chapter examines the internationalisation of public higher education in Brazil using the theoretical triptych of internationalisation as developed by leading scholars in the field: internationalisation at home (IaH), internationalisation abroad (IA), and internationalisation at a distance (IaD). This framework – while rooted in knowledge, systems, and scholarship from researchers and institutions in the Global North – is a constructive tool for categorising and understanding internationalisation at Brazil’s higher education institutions (HEIs) when coupled with an exploration of the history, context, policy, and dynamics of internationalisation efforts. The chapter then summarises and underscores recent and important scholarship by Brazilian researchers and others in the Global South that describes the history of the nation’s internationalisation efforts. It also critiques the powerful influence that Global North-centred objectives and priorities for internationalisation have on the process at Brazilian HEIs. Following a discussion of the theoretical framework and relevant literature, the chapter provides a case study of internationalisation efforts and initiatives of an elite public university, the Universidade Federal de Minas Gerais (UFMG). Content analysis of UFMG’s website and publicly available reports and data demonstrates a high level of institutional internationalisation that has unfolded in recent years, stimulated by federal funding and guided by a strategic framework developed within the Ministry of Education. An analysis of UFMG’s mission, partnerships and programmes finds that the institution serves as an example of internationalisation in Brazil’s public higher education context, as its programmes and initiatives exemplify the overarching objectives of internationalisation in Brazilian higher education.

This paper aims to introduce a growth comprehensive pattern to explain the phenomenon of individual foreign investment, first at the global level and then at the regional level. The patterns are developed based on a number of main theories with grounded theory (GT) as the foundation, distributed on the two pull and push forces of international business theory and migration theory; simultaneously, it is classified on the three levels (attribute–consequence–value [ACV]) of means-end theory.

An embedded method is applied to generate two complementary datasets from two approaches: in-depth interviews and secondary data analysis.

In this structure, the investor plays a central role as the decision-maker based on the entrepreneur's motives for internationalization (economics-driven and psychology-driven factors) and the householders' motives for emigration (aspiration and access capabilities). The external forces considered are a push from the home country (structures) and pull from the host country (immigrant investment programs [IIPs]), in which the factor of (dis)trust/misconception as a moderator has an additional impact on this mobility. Demographic factors such as gender, region, generation/age, level of education, religion and occupation generally describe the characteristics of each specific target group.

This paper is to develop a conceptual framework.

The results of this study, in addition to fulfilling its own objectives, will also serve as the foundation for further research in several scientific fields such as economics, sociology and politics.

The peer review history for this article is available at https://publons.com/publon/10.1108/IJSE-12-2022-0786

Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.

Big data challenges and opportunities on the Internet of Vehicles (IoV) have emerged as a transformative paradigm to change intelligent transportation systems. With the growth of data-driven applications and the advances in data analysis techniques, the potential for data-adaptive innovation in IoV applications becomes an outstanding development in future IoV. Therefore, this paper aims to focus on big data in IoV and to provide an analysis of the current state of research.

This review paper uses a systematic literature review methodology. It conducts a thorough search of academic databases to identify relevant scientific articles. By reviewing and analyzing the primary articles found in the big data in the IoV domain, 45 research articles from 2019 to 2023 were selected for detailed analysis.

This paper discovers the main applications, use cases and primary contexts considered for big data in IoV. Next, it documents challenges, opportunities, future research directions and open issues.

This paper is based on academic articles published from 2019 to 2023. Therefore, scientific outputs published before 2019 are omitted.

This paper provides a thorough analysis of big data in IoV and considers distinct research questions corresponding to big data challenges and opportunities in IoV. It also provides valuable insights for researchers and practitioners in evolving this field by examining the existing fields and future directions for big data in the IoV ecosystem.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

The purpose of this research is to analyse the accessibility of Spanish beaches for blind people and their guide dogs as an inclusive tourist destination for national and international tourists.

This empirical research used a quantitative and qualitative methodology from public and private organizations, which intends to give voice to blind people to improve their quality of life.

This study presents a new and surprising contribution to the issue of accessibility of beaches for blind people and future studies related to this topic. Findings revealed that Spain has only nine adapted beaches for blind people, and most Spanish tourist destinations exclude blind people and its guide dogs from enjoying the beach and the sun and their facilities. In Spain there are in total 3,547 beaches; 10.3% of these are adapted beaches for people with reduced mobility, whereas only 0.25% are adapted beaches for blind people. Indeed, results also suggest that more efforts are required in response to the needs of blind people in tourism and transport activities by researchers, academics and government bodies.

The contribution of this paper is especially important for the management of the accessibility of Spanish beaches for blind people and their guide dogs by public and private organizations.

这项实证研究采用了来自公共和私人组织的定量和定性方法, 旨在让盲人发声以改善他们的生活质量。

本研究的目的是分析作为国内和国际游客包容性旅游目的地的西班牙海滩对盲人及其导盲犬的可达性。

这项研究对盲人的海滩可达性和与该主题相关的未来研究提出了新的和令人惊讶的贡献。 调查结果显示, 西班牙只有9个适合盲人的海滩, 大多数西班牙旅游目的地都将盲人及其导盲犬排除在享受海滩和阳光及其设施外。 西班牙共有 3,547 个海滩, 其中 10.3% 是适合行动不便人士使用的海滩, 而只有 0.25% 是适合盲人使用的海滩。 事实上, 结果还表明, 研究人员、学术界、政府机构、私营企业以及一个更加公平、团结和慷慨的社会需要做出更多努力来满足盲人在旅游和交通活动中的需求。

本文的贡献对于公共和私人组织管理盲人及其导盲犬在西班牙海滩的可达性尤为重要。

El objetivo de esta investigación es analizar la accesibilidad de las playas españolas para personas ciegas y sus perros guía como destino turístico inclusivo para turistas nacionales e internacionales.

Esta investigación utilizó una metodología cuantitativa y cualitativa apoyada con datos de organizaciones públicas y privadas, con la finalidad de dar voz a las personas ciegas para mejorar su calidad de vida.

Este estudio presenta una nueva y sorprendente contribución sobre la accesibilidad de las playas para personas ciegas y futuros estudios relacionados con este tema. Los resultados revelaron que España tiene solo 9 playas adaptadas para invidentes, la mayoría de los destinos turísticos españoles están excluyendo a las personas invidentes y sus perros guía para disfrutar de la playa y el sol, y de sus instalaciones. En España hay un total de 3.547 playas, el 10,3% son playas adaptadas para personas con movilidad reducida, mientras que solo el 0,25% son playas adaptadas para invidentes. De hecho, los resultados también sugieren que se requieren más esfuerzos en respuesta a las necesidades de las personas ciegas en las actividades de turismo y transporte por parte de investigadores, académicos, organismos gubernamentales, empresas privadas y una sociedad más justa, solidaria y generosa.

La contribución de este trabajo es especialmente importante para la gestión de la accesibilidad de las playas españolas para personas ciegas y sus perros guía por parte de organismos públicos y privados.