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It has long been understood that many higher education institutions have failed to create a level playing field in the realms of both access and achievement for marginalized communities. These failures are particularly evident when examining the disproportionately low numbers of African American men in STEM fields. While a great deal of scholarship, speculation, and policy recommendations have been afforded to this topic, very few have asked the question of whose job it is to fund initiatives to support African American men in STEM? In this chapter, the authors revisit W. E. B. Du Bois' Talented Tenth framework to understand and make a case for the role of philanthropy in supporting diversity in STEM initiatives for African American men and how philanthropic investments from successful African Americans and businesses can create the economic structure necessary to foster interest in STEM fields from African American men. Moreover, the authors believe that an increase in Black philanthropic behavior will be instrumental in making the aspirations of program implementation and policy change a reality in higher education.

HBCUs are significant in their number and in the number of minority students they graduate annually. They are located across Alabama, Arkansas, California, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Missouri, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, and West Virginia. They make up approximately 3% of the nation's institutions of postsecondary education. In 2001, they enrolled more than 14% of all Black students in higher education, and more than 30% of Blacks graduated with a baccalaureate degree, according to the National Center for Education Statistics (2004). There are 40 four-year public institutions, 49 four-year private institutions, 11 two-year public institutions, and 5 two-year private institutions. North Carolina has 11 HBCUs, more than any other state. Alabama has nine HBCUs, and Georgia and South Carolina have eight each. Both Mississippi and Texas have seven HBCUs. The first HBCU, Cheyney University, was founded in 1837. It was followed by two other historically Black institutions, Lincoln University in Pennsylvania (1854) and Wilberforce University in Ohio (1856).

This paper investigates whether and to what extent operating in inner areas affects the profitability of innovative Italian small and medium-sized enterprises (SMEs) over 2012–2018.

Guided by the National Strategy for Inner Areas and the “Investment Compact,” this study distinguishes between inner and core innovative SMEs. It employs various econometric models to estimate a regression for the return on assets of SMEs, differentiating between firms operating in inner and non-inner areas of northwest, northeast, centre and south Italy.

Findings reveal that innovative SMEs in inner areas generally exhibit lower profitability compared to those in non-inner municipalities. However, huge heterogeneity in results is observed across the country. Specifically, innovative SMEs in the inner areas of the south register lower profitability than those operating in non-inner zones. Conversely, innovative SMEs located in the inner municipalities of northwest and northeast Italy show higher profitability than their peers in non-inner areas. The results imply that targeted policies for inner areas are crucial. However, due to the diversity of local impacts, a differentiated approach, depending on the geographic context, is necessary.

The study aims to explore the relationship between inner areas and the performance of innovative SMEs in Italy. More precisely, it examines the effect of operating in a municipality located within an inner area on the profitability of innovative SMEs. This issue has been overlooked in existing literature. Importantly, we aim to determine whether there is a heterogeneous impact based on geographical localisation, specifically in the Northwest, the Northeast, the Centre and the South of the country. Therefore, this paper contributes to the literature by investigating the factors influencing the performance of innovative SMEs and suggesting new policy recommendations for developing inner areas in Italy.

The primary purpose of this study is to explore the effect of technical changes on provincial-level income inequality in Vietnam. The authors also investigate whether the quality of institutions and human capital level moderate this relationship.

This research applies the fixed-effect and random-effect models on a balanced panel data set of 63 Vietnamese provinces/cities from 2010 to 2020.

The study’s empirical results show that technical improvement has a nonlinear influence on income disparity in Vietnamese localities. When the local level of technology is limited, technological change can mitigate income disparity. However, as local technological levels increase, inequality tends to rise. Moreover, the study also reveals that the quality of a province’s institutions and the level of human resources are factors that moderate the correlation between technological change and income inequality. For provinces with better institutional quality and/or better human resources, inequality tends to decline under the impact of technological change.

The results of this study suggest that while encouraging technology advancement, localities should also ensure sustainable development, reduce income inequality and focus on improving institutional quality and human resources development.

There are increasing concerns about the impact of technical change on inequality in income distribution; however, empirical evidence on this relationship in developing countries remains scarce. This study is among the few attempts to examine this issue at the provincial level of a developing country considering the moderation effect of institutional quality and human capital level.

This chapter presents a new conceptual framework of institutional research (IR). The framework refines previously studied dimensions of IR and integrates them into the higher order concept of knowledge management. Previously studied dimensions of IR include the institution’s organizational sectors (e.g., academic, human resources), the functions for which information is used (e.g., operations, strategic management), and the resources supporting IR (e.g., technology, funding). The framework innovates by specifying what competencies are required to carry out IR activities and how to assign a level of development to each competency. This operationalization permits the creation of an assessment tool enabling us to move from general and intuitive statements about development to specific and behavioral levels which are actionable. The framework formulation was validated with a group of IR experts in Chile. The framework can be used to assess one institution, to compare an institution to a peer group, or to compare groups of institutions at the regional, national, or international levels.

The purpose of this paper is to explain how institutional elements and market conditions shape and then reshape the development of high‐tech industries in large emerging countries.

This paper develops a new framework to assess the impact of market and institutions on the high‐tech industry evolution in large emerging economies such as China. The qualitative approach based on historical data and interviews are provided to support the framework.

The framework and empirical research suggest that the institution systems and market dynamics will interact and influence the transformation process of industrial structure and the strategic choice of partnership arrangement between the domestic and foreign firms. The complementary assets which are considered as proxy to the resource accessibility in the market are also identified in the framework and it was verified in the case study.

This study has important implications for business strategy in emerging economies. The authors' observations indicate building close ties with domestic firms is an important asset to minimize the liability of foreignness for multinational firms. The paper has alluded to co‐evolutionary dynamics in the development of high‐tech industry in China by linking market initiative with institutional environment.

First, the study contributes to institutional‐based view of business strategy by explaining the choice of strategic partnerships between indigenous and foreign players arising from institutional and market considerations. Second, the study extends our understanding of technological catch up in newly‐industrializing countries by showing the interrelation between market elements and institutional arrangements and the corresponding changes to meet technological development needs.

A broad agreement exists that tourism is an effective instrument for social and economic development. However, there is no specific theoretical or practical framework of tourism for development to be found. Even the key issues have remained unformulated: concept of development, tourism's contributions to development, and tourism policy and governance for development. This chapter first summarizes the development paradigms held in the last decades (modernization, neoliberalism, dependency, and sustainability) vis-à-vis tourism, and then goes on to consider proposals emanating from New Institutional Economics and the Theory of Social Capital. It concludes with the results of a 2011 enquiry, involving some 60 international experts.

The purpose of this paper is to describe the objectives, activities and outcomes of the National Science Foundation ADVANCE project, Institutions Developing Excellence in Academic Leadership (IDEAL) during 2009–2012. The goal of IDEAL was to create an institutional learning community empowered to develop and leverage knowledge, skills, resources and networks to transform academic cultures and enhance gender equity, diversity and inclusion in science, technology, engineering and math (STEM) disciplines at six research universities in the northern Ohio region. Over the three-year period, these institutions developed academic leaders and institutionalized gender equity transformation through multi-dimensional and multi-level initiatives, improving the advancement and leadership of women faculty in STEM disciplines.

The authors describe the objectives, activities and outcomes of the NSF ADVANCE project, IDEAL during 2009–2012. The six research institutions included in IDEAL were Bowling Green State University, Case Western Reserve University (the lead institution), Cleveland State University, Kent State University, University of Akron and University of Toledo.

IDEAL’s outcomes included the institutionalization of a number of gender equity initiatives at each university, an increase in the number of tenured women faculty in science and engineering disciplines over three years across the six universities, and increases in the numbers of women in faculty and administrative leadership positions. Out of 62 of the IDEAL participants (co-directors and change leaders), 25 were promoted or appointed to roles of leadership within or beyond their institutions during or after their participation in IDEAL. A number of new institutional collaborations and exchanges involving the six universities occurred during and emerged from IDEAL. An integrative model of the IDEAL program is developed, describing the nested components of each institution’s gender equity transformation within the IDEAL partnership consortium and the larger NSF ADVANCE community, and highlighting the dynamic interactions between these levels.

The IDEAL program demonstrates that systemic change to achieve equity for women and underrepresented minority faculty in STEM disciplines must be rooted on individual campuses but must also propagate among higher education systems and the broader scientific community. The effort to develop, sustain and expand the IDEAL partnership model of institutional transformation (IT) in higher education illuminates how innovative, context-sensitive, cost-effective and customized institutional strategies may be implemented to advance gender equity, diversity, inclusion and leadership of women faculty at all levels across the country.

This is an original description of a unique and distinctive partnership among research universities to foster gender equity IT. The manuscript details the objectives, activities and outcomes of the IDEAL program, established with the aim of broadening participation in the STEM academic workforce and advancing gender equity, diversity and inclusion in institutions of higher education. An integrative model is developed, illustrating the key components and outcomes of the IDEAL program.