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The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.

Introduction: Lending is an age-old concept, and Peer-to-Peer (P2P) lending is not new. The reduction in the issuing of loans by banks has made people switch from traditional to online mode. The introduction of the online P2P lending industry is in its nascent stage of growth. As this industry is relatively new, understanding user experience, sentiments, and emotions would be helpful for the industry to innovate as per customer requirements.

Purpose: To explore the patterns in the sentiments expressed by users of ‘Cashkumar’ based on Google reviews.

Methodology: Sentiments have been analysed using user experience in risk, cost, ease of use, and loan processing time. Python application was used for sentiment analysis of Google reviews.

Findings: The sentiment analysis results showed that the average sentiment score was 0.7144, which indicates that the user sentiment towards ‘Cashkumar’ is positive. The reviews reflect that the users, especially borrowers were satisfied with the platform’s services and happy with loan processing time. The other factors – ease of use, cost, and risk – were not given much importance by users. Both lenders and borrowers faced a few issues, but the results of the lender’s sentiment analysis could not be generalised due to a smaller number of posted reviews.

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.

Purpose: Post COVID-19 disruptions, a new era of online education has begun in India providing new opportunities for imparting quality education. This study aims to explore, identify and understand the factors motivating students to enrol in online courses and facilitate decision-making for students, EdTech firms and policymakers at government level.

Methodology: The study used predominantly a qualitative research design drawing data from students pursuing graduation/post-graduation from universities in the Delhi NCR region. In the first phase, 10 groups with 8–10 members were formulated, and focus group discussions were held. The deliberations were analyzed to identify and screen factors influencing their choice to enrol in online courses. In the second phase, identified factors were presented to the students for giving their rankings to identified factors.

Findings: The student inputs in focus group discussions led to identification of factors, namely low cost, convenience, accessibility, quality education, personalized attention, availability of expert faculty, scholarship opportunities, attractive course design, availability of internet technologies like Google Meet, credibility of degree, usefulness of knowledge and skills learnt and value of online courses towards employability.

Research Limitations/Implications: The study is limited to students from the Delhi NCR region. Thus, findings cannot be generalized for other regions.

Originality/Value: Existing literature suggests that no study has been conducted in India to explore factors influencing student choice of online education. The growth of EdTech companies and government inclination towards online education necessitates research on student perceptions of online courses.

The global spread of the COVID-19 pandemic has largely transformed the higher education ecosystem and shifted the modes of delivery around the world. The rapid shift from traditional face-to-face teaching to online delivery was accompanied by a set of significant challenges. In Lebanon, the situation was exacerbated by a plethora of political, economic, and humanitarian crises. Even the most well-prepared Lebanese higher education institutions were facing an insurmountable challenge to maintain education quality under extremely strenuous circumstances and limited resources. The challenges included the absence of clear quality assurance mechanisms, problems associated with limited internet connectivity due to frequent electric power outages, the lack of teacher and student preparedness for online delivery, and the absence of online-ready curricula. Nevertheless, Lebanese universities were able to make the necessary adjustments for their students to complete their education using available resources and minimal training. The current chapter explores the challenges faced by private and public universities in Lebanon and the approaches utilized to overcome tremendous limitations. We discuss the lessons learned during the process of adopting online and hybrid classroom learning, and the opportunities for growth that were brought about by unforeseen circumstances. We also introduce the changes needed on the institutional, national, and regional levels to prepare for the post-pandemic era in higher education.

Indigenous health care models have continued to play significant roles in the development and sustenance of livelihoods in African communities. Such models are used not only to provide affordable community health care services but also as an employment resource for traditional practitioners within African communities. Yet, for lack of documentation and lack of discussion in the management and Indigenous Knowledge System literature, the models are hardly incorporated into the official health care services of African countries. This chapter addresses this problem by documenting the benefits and merits of the entrepreneurial principles embedded in the Tsonga traditional health care practice. First, it highlights how the unique indigenous traditional model is used for administering health care in a selected Tsonga-speaking community in South Africa. Second, it analyses the entrepreneurial principles embedded in the model. Finally, it discusses how such principles have been used as tools for entrepreneurship and enhancing the economic upkeep of the traditional health care practitioners (THPs). The chapter's main argument is that even though the Tsonga traditional health care practice model is complex, mystical, and in most cases challenging to explain to a non-native, it presents a great entrepreneurial opportunity for South Africa.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.

Why is it that, despite repeated claims that digital-content firms and internet-based businesses can internationalize everywhere almost instantly, many seem unable to profitably expand outside their home markets? Why have emerging market firms (EMNEs) caught up with established developed-country multinationals (DMNEs) so much faster than expected? In this chapter, the author argues that the clue to these two puzzles lies in the realization that, contrary to the dominant view in the international business (IB) literature that focuses only on the intangibles exploited by DMNEs and assumes that these firms are free to unilaterally decide on their mode of entry and operation, doing business in a foreign country is only possible if intangibles are bundled with complementary local resources, usually held by local firms. Taking into account these complementary local resources and their owners makes it clear that DMNEs are not always free to choose their entry mode but must enlist the cooperation of local resource owners. The need of digital-content and internet-based firms for local complementary resources also explains why they sometimes experience problems when expanding abroad. Lastly, control of complementary local resources provides EMNEs with a home advantage against DMNEs competing with them in their home market. The author shows how EMNEs can capitalize on this advantage to obtain the intangibles they lack and need. The fact that these advantages are available on efficient global markets, while complementary local resources are not, explains the surprising speed of EMNE catch-up.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.