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The purpose of this paper is to examine the relation between estate transformations produced during the governments of the Citizen Revolution (CR) in Ecuador (2007-2017) and welfare regime transformations.

The CR’s project registers an array of specificities that make it a relevant case study to understand it. Among them, it articulated the transformation of the development model with a comprehensive state reform: emphasized both the modernization of the state and the productive structure, and the creation of the basic pillars of a welfare state. The ambitious project materialized in an ambivalent manner, revealing accomplishments and limitations.

The recovery of resources for the state, the efficient organization of resources, decentralization and deconcentration processes, public administration transformations and policy de-corporatization processes accompanied and even propelled important achievements in the social sphere in terms of decommodification, stratification, commodification and defamiliarization. Ecuador’s starting point, as a small and impoverished country with pubic and communal goods and services dismantled through neoliberal reforms, was quite precarious. But, progress was made. Beyond the identified limitations, its accomplishments must be highlighted because they are novel in comparison to other progressive government experiences, especially in the context of Central Andean countries.

This article vindicates the need to link state transformation processes to welfare regime transformations, as well as the academic literature that informs both fields. The description of what took place in Ecuador in the field of social welfare during the ten years of the CR continues to confirm the theoretical potential of the concept of welfare regime with the necessary translations and appropriations that allow for the analysis of countries in the region. It enables an approach to a more theoretically and methodologically elusive object that is at the same time tremendously potent in analytical terms and in its contributions to social transformations. An object that alludes to areas gravely affected during neoliberal hegemony, linked to public institutionality, state capacity and state autonomy. This is why everything that affects the state and the management of public goods and services must be incorporated into the analysis.

Building on the theory of brand psychological ownership, this paper aims to explore the mediating role of brand psychological ownership in the relationship between brand personality (innocence/coolness) and consumers’ preferences, as well as identify the boundary conditions of this relationship.

To test the hypotheses, a series of four experiments were conducted in Wuhan, a city in southern China, using questionnaires administered at two universities and two supermarkets. Hypotheses were tested using PLS-SEM in SmartPLS 4.

The results indicate that brand personality, specifically the dimensions of innocence and coolness, has a significant impact on consumers’ brand preferences. Brands with a cool personality are preferred over those with an innocent personality. Moreover, the relationship between brand personality and consumers’ brand preferences is moderated by power motivation and identity centrality.

This study contributes to the literature by differentiating between brand personality of innocence and coolness as two separate constructs and proposing brand psychological ownership as a mechanism through which brand personality affects brand preferences. The study’s samples were drawn from universities and supermarkets in southern China, providing evidence for the significant moderating effects of power motivation and identity centrality on consumers’ brand preferences.

With the recognition that generating economic growth is not the same as sustaining it, the challenge to catch-up and growth literature is discerning between these processes. Recent research suggests that the decline in the frequency of “shrinking” episodes is more important for long-term development than higher growth rates. By using a framework centred around social capabilities, this study aims to investigate the effects of income inequality and poverty on economic shrinking frequency, as opposed to previous literature that has exclusively had a growth focus. The aim is to investigate how and why some societies might be more resilient to economic shrinking.

The research is a quantitative study, and the authors build a longitudinal data set including 23 developing countries throughout 42 years to test the paper’s purpose. This study uses country and period fixed-effects specifications as well as cross-sectional graphical representations to investigate the relationship between proxies of economic inclusivity and the frequency of shrinking episodes.

The authors demonstrate that while inclusive societies are more resilient to shrinking overall, it is changes in poverty levels, but not changes in income inequality, that appear to be correlated with economic shrinking frequency. Inequality, while still an important element to explain countries’ growth potential as an initial condition, does not seem to make the sample more resilient to shrinking. The authors conclude that the mechanisms in which poverty and inequality are correlated with the catch-up process must run through different channels. Ultimately, processes that explain growth may intersect but not always overlap with the ones that explain resilience to shrinking.

The need for inclusive growth in long-term development has been championed for decades, yet inclusion has seldom been explored from the shrinking perspective. Though poverty reduction is already an important mainstream political objective, this paper differentiates itself by providing an alternate viewpoint of why this is important. Income inequality could have more of an economic growth limiting effect, while poverty reduction could be required to build resilience to economic shrinking. Developing countries will need both growth and resilience to shrinking, to catch-up with higher-income economies, which policymakers might need to balance carefully.

This article addresses the relationship of universities to their changing regulatory environments internationally.

This article updates analysis published in 2004 exploring the contrasting modes of, and key trends in, regulation of higher education across eight OECD (Organisation for Economic Co-operation and Development) states. The article offers a wider analysis of the changing patterns of regulation rooted in mutuality, oversight, competition and design, and the implications for the management of higher education institutions.

Since 2004, higher education has seen more growth in oversight-based and competition-based regulation, but also some decentralization of regulation as an increasing cast of actors, many international and transnational in character, have asserted themselves in key aspects of the regulatory environment. This article explores the implications of these changes in the regulatory mix over higher education for the ways that universities manage their regulatory environment, arguing first, that there is significant evidence of meta-regulatory approaches to regulating universities, and second, that such a meta-regulatory approach is consistent with an emphasis on university autonomy, raising a challenge for universities in how to use the autonomy (variable by country) they do have to manage their environment.

This article offers an original analysis of how universities might most appropriately respond, deploying their autonomy, however variable, to address their external regulatory environment. The author suggests we might increasingly see the external regulatory environment as meta-regulatory in character and universities making more use of reflexive governance processes.

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used a questionnaire and semi-structured interviews to gain insights from a population of 319 students (aged 15-24) about their perceptions of responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and capacity to take charge of their own learning. The findings of the study confirmed the relatively low readiness of Saudi EFL learners for independent learning (M = 3.06 on a scale of 1 to 5, SD =.31). Learners demonstrated low responsibility levels, since only 17.27% of them perceived that they accept sole responsibility for their EFL learning. Respondents reported a moderate level of ability (M = 3.63) and motivation (M = 3.70) to learn English. A considerable percentage of participants (27.29%) reported that they are rarely involved in self-directed activities; they demonstrated high levels of teacher dependency and low levels of learner independence. Despite the participants’ reasonable level of awareness of the nature of learner autonomy and its demands, their responses identified them as EFL learners with low autonomy. This study informs EFL learning stakeholders in Saudi Arabia that learners’ readiness for such conditions must be developed before interventions aimed at promoting autonomy are implemented in this context.

.هيتاذ ةروصب ةيزيلجنلإا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج ىدم ميقت نأ ةساردلا هذه لواحت تفظونايبتسا ةساردلا ا تلاباقمو رظن ةهجو ىلع لوصحلل319 لوح ابلاط يتاذ لكشب ملعتلل ةيلوئسملا مهلمحت ىدمةيعفادلا ،رارقلا ذاختا ىلع مهتردق ، ةغللا ملعتلةيبنجلاا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج فعض ةساردلا جئاتن تتبثا .يتاذ لكشب ملعتلا ىلع ةردقلاو ،ةيتاذلا ةطشنلأا يف ةكراشملا ،يلجنلإا = طسوتم( يتاذ لكشب ةيز3.06 = يرايعم فارحنا ،31. ثيح يتاذ لكشب ملعتلل ةيلوئسملل مهلمحت فعض نوكراشملا تبثا .)تبسن ام ىعداه طقف(17.27 ملعتلا ىلع ةردقلل ةطسوتم تايوتسم نوكراشملا سكع نيح يف كلذل مهلمحت نيكراشملا يلامجا نم )%3.63ةيعفادلاو ) لجنلإا ةغللا ملعتل( ةيزي3.70( نيكراشملا نم ةريبك ةبسن سكعت .)27.83يف مهتكراشم مدع )% يتاذلا ملعتلا ةطشنأ ريبك لكشب دامتعلااولوح نوكراشملا اهادبا يتلا ةطسوتملا تايوتسملا نم مغرلا ىلع .سفنلا ىلع دامتعلاا فعضو ملعملا ىلع فارتعلاا بمهتاباجا نا لاا هتابلطتمو يتاذلا ملعتلا ةيمهأ هذه يصوت .يتاذلا ملعتلل مهتيزهاج مدع تتبثا ةلباقملا ةلئساو نايبتسلاا ىلعلا جمد ةلواحم لبق يتاذلا ملعتلل ةبسانملا ةئيبلا ريفوتب ةيدوعسلا ةيبرعلا ةكلمملا يف ةيزيلجنلإا ةغللا ملعت نع نيلوئسملا ةساردلا يف بلاط .ملعتلا نم عونلا اذه

An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world’s predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature.

This is a qualitative case study that aims to explore learner autonomy in vocabulary development.

The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners’ levels of autonomy are highly influenced by their teachers’ practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom.

This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitment – one of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson’s (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson’s scale was meant to be used to identify students’ level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study.

A future study could be undertaken to measure and quantitatively analyze learners’ vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students’ intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students’ vocabulary development.

When students learn vocabulary autonomously, they are better able to source the lingua franca’s core pronunciation of a word and its spelling without the influence of the teacher’s cultural background. Given the magnitude of teachers’ workloads, they may lack the time for designing lessons that adequately meet the needs of diverse learners. Therefore, the practical way to ameliorate the problem of inadequate time is to provide them with methods (e.g. using strategies such as inquiry-based learning, problem-based learning, and project-based learning) that they can use to more readily foster learner autonomy.

Companies utilize increasingly capable Artificial Intelligence (AI) technologies to deliver modern services across a range of consumer service industries. AI autonomy, however, sparks skepticism among consumers leading to a decrease in their willingness to adopt AI services. This raises the question as to whether consumer trust in companies can overcome consumer reluctance in their decisions to adopt high (vs low) autonomy AI services.

Using a representative survey (N = 503 consumers corresponding to N = 3,690 observations), this article investigated the link between consumer trust in a company and consumers' intentions to adopt high (vs low) autonomy AI services from the company across 23 consumer service companies accounting for six distinct service industries.

The results confirm a significant and positive relationship between consumer trust in a company and consumers' intentions to adopt AI services from the same company. AI autonomy, however, moderates this relationship, such that high (vs low) AI autonomy weakens the positive link between trust in a company and AI service adoption. This finding replicates across all 23 companies and the associated six industries and is robust to the inclusion of several theoretically important control variables.

The current research contributes to the recent stream of AI research by drawing attention to the interplay between trust in companies and adoption of high autonomy AI services, with implications for the successful deployment and marketing of AI services.

In this exploratory multiple case study, we aim to compare the internationalization of two state-owned enterprises (SOEs) owned by subnational governments with three owned by central governments in Latin America. This study provides a contextualized answer to the question: What are the differences in the internationalization of subnationally owned SOEs compared to central SOEs? This study finds that the speed and diversification of these two types of SOEs’ internationalization differ because they have a different expansion logic. Subnationally owned SOEs have a gradual and diversified expansion following market rules. Central government’s SOEs are specialized and take more drastic steps in their internationalization, which relates to non-market factors.

This study builds an exploratory qualitative comparative case analysis that uses multiple sources of data and information to develop a comprehensive understanding of SOEs through process tracing.

The study posits some assumptions that are confirmed in the case analysis. This study finds relevant differences between sub-national (SSOEs) and central authority (CSOEs’) strategies. SSOEs’ fewer resources and needs to increase income push them to follow a gradual market-driven internationalization and to diversify abroad. CSOEs non-gradual growth is justified by non-market factors (i.e. national politics). CSOEs do not diversify abroad due to the broader set of constituencies they have to face.

Given the exploratory comparative case study of this research, the findings are bounded by the particularities of the cases and their region (Latin America). This paper and its findings can be useful for theory building but it does not claim any generalization capacity.

This study adds complexity into the SOEs phenomenon by distinguishing between different types of SOEs. This paper contributes to the study of subnational phenomena and its effect in SOEs’ internationalization process, which is an understudied topic. To the authors’ best knowledge, this is among the first studies that explore subnational SOEs in Latin America.

Kerala is one of India's most advanced states in human development and other social indices. This study aims to look at the management education scenario in Kerala from a macro-perspective and examines the existing trends, major issues and present challenges facing the sector.

The study is driven by previously unexplored secondary data published by India's apex technical education regulator–All India Council for Technical Education (AICTE). Qualitative and quantitative assessments are assimilated from the organization, dissection and categorization of unit-level data.

Business schools (B-schools) in the state are facing acute distress in enrolments. There are intra-regional variations in institution count and occupancy rates. The vast majority of the institutions have no accreditation at all. The entire sector is facing a protracted decline.

The study has relied primarily on descriptive statistics considering a single discipline within the higher education sector in Kerala. Future studies should look at other disciplines (engineering, medicine) simultaneously. Use of statistical methods like panel data regression would be beneficial to find hidden trends in cross-sectional and longitudinal time-series data.

Management education in Kerala is facing an existential crisis. This has implications for the state's economic development. The paper creates strong imperatives for government policymaking to forestall the complete decline of the sector.

A highly literate state with advanced human development indices need not be a suitable location for building a knowledge-based economy. Government policy has strong implications for the development and sustenance of higher education. The relationship between government and business schools are symbiotic.

The paper maps the progression of B-schools from local to global. A typology of privately funded B-schools is proposed. The conceptual framework advanced in this study can contribute to further literature development. The suggested policy initiatives are applicable not only to Kerala but also to other tightly regulated markets.

The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and interest.

The research approach consisted of mixed methods, including content analyses and descriptive statistics.

The curricular program successfully included all four of the US National Academies of Sciences' design features for promoting interest and motivation through scientific investigation and engineering design. During interviews, teachers and students expressed evidence of design features associated with interest and motivation. After experiencing the program, more than 60% of all students scored high on all four science and engineering meaningfulness and interest survey items.

A curricular program that extends science learning through the engineered design of solutions is an innovative approach to foster both conceptual knowledge development and interest and motivation in science and engineering.