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Research indicates a long historical connection between racism and nationalist ideologies. This connection has been highlighted in the resurgence of exclusionary nationalism in recent years, across many multicultural societies. This chapter discusses the notions of race, ethnicity and nation, and critically examines how racism shapes contemporary manifestations of nationalist discourse across the world. It explores the historical role of settler-colonialism, imperial expansions and the capitalist development in shaping the racial/ethnic aspect of nationalist development. Moreover, it provides an analysis of the interconnections between the racialisation of minorities, exclusionary ideologies and the consolidation of ethno-nationalist tropes. This chapter further considers the impact of demographic changes in reinforcing anti-migrant exclusionary sentiments. This is examined in connection with emerging nativist discourse, exploring how xenophobic racism has shaped and is shaped by nostalgic nationalism based on the sanitisation of the legacies of Empire and colonialism.

The purpose of this study is to review and synthesize the literature on in-app advertising, identify gaps and propose future research directions.

The authors use a systematic literature review (SLR) approach, following the PRISMA guidelines, to investigate the current state of research in in-app advertising. The study uses 44 shortlisted articles from the Scopus and Web of Science databases. Using the Theory-Context-Characteristics-Methodology (TCCM) framework, the authors analyze the gaps in theory, context, characteristics and methods.

Using thematic analysis, the authors identify five main themes in the in-app advertising literature, namely, ad platform optimization; mobile app user psychology and behavior; ad effectiveness; ad fraud; and security, privacy and other user concerns. The findings show the need for empirical research, with a strong theoretical foundation in emerging ad formats of in-app advertising, user behavior and buy-side of in-app advertising.

This is a maiden study to conduct a domain-based SLR in the emerging field of in-app advertising using the TCCM framework. The authors highlight the key differences between in-app advertising and mobile web advertising. The authors propose theories in the advertising field that could be used in future empirical studies of in-app advertising.

El propósito de esta investigación es revisar y sintetizar la literatura sobre la publicidad en Apps, identificar lagunas y proponer futuras direcciones de investigación.

Utilizamos un enfoque de revisión sistemática de la literatura, siguiendo las directrices PRISMA, para investigar el estado actual de la investigación en publicidad en aplicaciones. El estudio utiliza 44 artículos preseleccionados de las bases de datos Scopus y Web of Science (WoS). Utilizando el marco Teoría-Contexto-Características-Metodología (TCCM), analizamos las lagunas en teoría, contexto, características y métodos.

Mediante un análisis temático, identificamos cinco temas principales en la literatura sobre publicidad en aplicaciones, a saber: optimización de plataformas publicitarias; psicología y comportamiento de los usuarios de aplicaciones móviles; eficacia publicitaria; fraude publicitario; seguridad, privacidad y otras preocupaciones de los usuarios. Nuestros hallazgos muestran la necesidad de investigación empírica, con una sólida base teórica en los formatos publicitarios emergentes de la publicidad en Apps, el comportamiento del usuario y el buy-side de la publicidad en Apps.

Se trata de un estudio pionero para realizar una revisión sistemática de la literatura basada en el dominio en el campo emergente de la publicidad en Apps utilizando el marco TCCM. Destacamos las principales diferencias entre la publicidad en aplicaciones y la publicidad en la web para móviles. Proponemos teorías en el campo de la publicidad que podrían utilizarse en futuros estudios empíricos sobre la publicidad en Apps.

本研究旨在回顾和总结有关应用内广告的文献, 找出差距并提出未来的研究方向。

我们采用系统性文献综述方法, 遵循 PRISMA 指南, 调查应用内广告的研究现状。研究使用了 Scopus 和 Web of Science (WoS) 数据库中的 44 篇入围文章。利用理论-背景-特征-方法（TCCM）框架, 我们分析了理论、背景、特征和方法方面的差距。

通过主题分析, 我们确定了应用内广告文献的五大主题, 即广告平台优化; 移动应用用户心理和行为; 广告效果; 广告欺诈; 安全、隐私和其他用户关注点。我们的研究结果表明, 有必要在应用内广告的新兴广告形式、用户行为和应用内广告买方等方面开展实证研究, 并奠定坚实的理论基础。

这是一项首次使用 TCCM 框架对新兴的应用内广告领域进行基于领域的系统性文献综述的研究。我们强调了应用内广告与移动网络广告的主要区别。我们提出了广告领域的理论, 可用于未来的应用内广告实证研究。

The purpose of this study is to conduct a bibliometric analysis to discover the published information on the effects of e-learning technologies on innovative competency development of university librarians and smart library services.

This study is based on bibliometric research methodology. The data were retrieved from the leading database Web of Science to analyze the scholarly publications on the topic during 1965–2023. VOSviewer and Biblioshiny software were used to analyze the bibliometric data on the subject.

Results displayed that the topic of e-learning technologies in the domain of librarianship has been greatly used by several authors as a title to publish their research work. The dominance of countries such as the USA, China and the UK in research output reveals their leadership in advancing research and innovation in the field of e-learning technologies for university libraries.

To the best of the authors’ knowledge, this is the first bibliometric study that has been conducted to measure the productivity of literature at the international level on the effects of e-learning technologies on innovative competency development of university librarians and smart library services.

This paper aims to provide a focused review of international business (IB) literature on research and development (R&D) internationalization, assessing the progress and proposing future research directions.

Total 167 peer-reviewed articles from IB journals (following the ABS list 2021 from 4* to 2) published between 1996 and 2022 are critically reviewed using a science-mapping approach. This paper used Bibliometrix R-package to analyze the retrieved bibliometric data. Additionally, a strategic diagram was developed to comprehend the maturity stage of various R&D internationalization concepts.

Most studies on R&D internationalization are influenced by perspectives from advanced-economy multinational enterprises (AMNEs), while perspectives from emerging-economy multinational enterprises (EMNEs) are underrepresented. Considering the characteristics of emerging economies, firms from these locations might embark on and develop their R&D internationalization strategies differently. Investigating the emerging economy perspectives will enrich the understanding of R&D internationalization strategies for both AMNEs and EMNEs. Additionally, bringing different underutilized theoretical perspectives will help to untangle the anomalies observed in extant literature.

This paper is among the few to scrutinize the IB literature on R&D internationalization by applying a unique combination of bibliometric techniques and a content analysis approach. By complementing existing reviews and providing fresh insights into the phenomenon, it offers a conceptual framework that can be used as a basis for further research on R&D internationalization.

This chapter is about primary and secondary school teachers of history in England, and how they negotiate policy in order to teach sensitive and controversial issues which feature as part of the history curriculum. We present research conducted in two phases that used a bounded case study (Stake, 1995) as a methodological approach. In Phase One, two focus group interviews were undertaken; in Phase Two, six unstructured individual interviews were conducted. Participants were teachers of history in England from Key Stage 1–5 (children aged 4–18 years).

Thematic analysis was used to analyse the data which were informed by reflections on positionality and being a socially conscious researcher (Pillow, 2010). Three key policies were explored as part of this research: the National Curriculum (DfE, 2013), the Teachers' Standards (DfE, 2012) and the Prevent Duty (DfE, 2015). Research findings demonstrate how the context of the school is fundamental in how teachers enact policy in relation to their practice, particularly in light of political changes in society. Self-surveillance was identified as a key strategy, adopted in the teaching of sensitive and controversial issues. We frame this context around Kitson and McCully's (2005) theoretical continuum which indicates that there is a reluctance by some teachers to engage with the teaching of sensitive and controversial issues due to concerns with policy enactment.

The findings of this research illustrate that policy impacts on teachers in numerous ways. Policy was demonstrated to be ambiguous for teachers, and recommendations are made relating to policy and the need for clearer guidance for teachers to support them with their practice.

This paper aims to explore the impact of social segregation and exclusionary workplace hazing during lunch breaks on newcomers’ relational quality during the early socialisation phase.

This study draws on data from a qualitative study based on semi-structured interviews with recently employed nurses (n = 19) and nursing students (n = 42) about their workplace hazing experiences. The data was analysed using reflexive thematic analysis.

The analysis revealed two main themes: “feeling isolated” and “justifying self-exclusion.” Newcomers reported feeling humiliated when subjected to exclusionary hazing by experienced colleagues, leading to feelings of alienation and impacting their relationships with their new colleagues. Newcomers tended to distance themselves in various ways and justified this behaviour as a means of self-care.

This paper adds to the limited knowledge about the effects of newcomers’ exposure to workplace hazing during their early socialisation. It provides a relational perspective on the consequences of workplace hazing and explains how the social context influences the normative expectations of newcomers.

This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct and university-led) leading to a PGCE primary teacher qualification. The research was set within the context of continuously evolving policy on the training of teachers and the subsequent impact on developing a professional identity. The introduction of new ITE routes in England (DfE, 2015) aimed to offer a wider range of pathways into teaching, attract more applicants and mitigate the impact of teacher shortages. The research discussed in this chapter explored the experiences of trainees on these routes and the impact on their professional identity formation. This chapter begins with an overview of the literature in the field of professional identity formation, followed by a discussion of the chosen methodology and methods. This chapter concludes with several recommendations for teacher training providers as well as recommendations for future research that may be useful for doctoral students interested in the field of professional identity formation.

This chapter provides an illustration of doctoral case study research and insights to how practitioner research can capture the localised impact of policy shifts.

This paper aims to nuance the understanding of hazing’s negative impact on newcomers.

Data were collected through a qualitative interview study of recently employed nurses’ (n = 19) and nursing students’ (n = 42) hazing experiences and analysed through reflexive thematic coding.

The analysis uncovered two themes relating to hazing’s normative harm on newcomers’ professional self-image: “Being denied a voice” and “Being infantilised.”

This paper challenges the two-dimensional challenge-hindrance framework for elucidating the individual consequences of hazing and suggests adding threat stressors.

Despite the rhetoric emphasising partnership working, there has been a dearth of research related to the educational practices that reify interprofessional partnerships for young children with special educational needs. This doctoral study examined the subtle power shifts in the interactions between early years educators and other professionals against the backdrop of deficit policy discourses and institutional challenges. This research adopted a case study approach and utilised methodological triangulation to unveil educators' phronetic knowledge. The findings point to power differentials and partnership inequities which affect the roles and identities of early years educators. Participants assumed emergent leadership roles that encompassed elements of social pedagogy and pedagogical eclecticism which eschewed medicalised interventions in favour of intuitive pedagogical approaches centred on the child and family.

While supporting entrepreneurship through government intervention has become a global phenomenon, the OECD (2021) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain under-represented in terms of entrepreneurial activity. Inclusive entrepreneurship policies seek to enhance economic and social inclusion and emphasise the significant contribution that people from within these communities could make to local and regional development if appropriate support was offered. The purpose of this study is to examine how higher education institutions (HEIs) can co-create inclusive entrepreneurial training initiatives with local communities that support economic and social inclusion.

This in-depth qualitative study draws on the experiences of multiple stakeholders to highlight how an HEI can enhance entrepreneurial activity within under-represented and disadvantaged communities through its community engagement initiatives. The research was conducted through a revelatory case study of an Irish HEI that is newly constituted and is developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through semi-structured interviews and participant observation of an HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study.

The study identified that broadening the interpretation of entrepreneurial activity to value creation and developing enterprising behaviour has significant relevance for disadvantaged communities. These communities may not have the capacity to start a business yet might benefit from the personal development aspects of entrepreneurial education. Moreover, findings indicate how HEIs are uniquely positioned to develop inclusive entrepreneurial education initiatives to redress social inequalities in their regions.

As an original contribution to knowledge, this paper extends traditional education frameworks to identify individual, collective and system-level considerations in the design and development of inclusive entrepreneurial education initiatives. This study contributes an evidence-based framework to guide HEIs and their regional partners in the future development of inclusive, tailored support through entrepreneurial education.