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The significant contribution and relevance of Comparative and International Education (CIE) mainly depends on how closely it studies the interplay between society and education, considering what is dubbed as the global and the local. Many CIE studies including critical reviews seems to dwell on the topic, purpose, conceptual, and methodological aspects of the field, magnifying what appears to be the global. Our understanding of the role particular sociocultural, economic, and political contexts play in education seems inconclusive. Using appropriate analytical frameworks that delineate society–education dynamics, this study further problematizes the comparative and international elements of CIE area studies, with a focus on context analysis. The critical review considers area studies published over the last seven years in leading CIE journals and answers this question: How and to what extent do CIE area studies operationalize context analysis? The aim is not so much to bring consensus but to further highlight tensions and issues in conducting context-sensitive comparative and international education studies. The findings indicate that CIE research over the last seven years does not seem to live up to the expectation of producing meaningfully contextualized knowledge. The role of context analysis in CIE research seems ill defined and practiced. Alternative explanations for this and considerations for further scholarship are discussed.

Precise and rigorous international comparative research requires methodological reflections and determinations at each step of the empirical research process. This chapter analyzes the precision and rigor of international comparative higher education research by diagnosing their comparative methodology, particularly their country selection and case sampling. It evaluates 202 studies that have been published in journals of both higher education and comparative education, because international comparative higher education intellectually and institutionally intersects both interdisciplinary fields. The major empirical findings show a relative lack of explicit and elaborate justification strategies, as well as a lack of comparative methodology. But they also show that the intellectual and institutional context, represented here in the form of the journals, influences the implementation of comparative methodology. The use of comparative methodologies is more thorough in the context of comparative education, where a continuous debate about the theoretical and methodological aspects of comparative studies takes place. One of the implications of the study is that the debate regarding comparative methodologies within higher education research should be intensified.

Action in international marketing is usually preceded by research. Most international marketing research reports are built on a skeleton of currently available international socio‐economic, demographic and social indicators. The author in this paper argues that the currently available indicators used by marketing analysts have in many cases little comparative value and are in many cases inadequate for, or irrelevant to, the requirements of marketing. He uses in illustration the needs of a specific project that had as its objective the prediction of the different levels of retail distribution in Western Europe. The limitations of available international indicators are analysed. Preferable alternatives are proposed. Some of these require original research: others the restructuring of existing data. It is also urged that it is a basic pre‐requisite that international marketing analysis be made at the level of the sub‐national region — not at national level. The formation of a specifically‐oriented Marketing Indicators Working Party is proposed.

In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted.

Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems.

A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework?

Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40.

Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions and cooperation between diverse groups. The authors’ chapters are subject to a comparative analysis that took place at the European Conference for Educational Research Annual Conference in two large seminars (Taysum et al., 2017) in Denmark, further developed by the editors and committed to peer-review.

In this chapter, the authors analyze the academic field of comparative education in Spanish speaking Latin America as a contested construction both in epistemological and political dimensions. First, the authors provide a brief historical account of the origin and development of comparative education in the region since the nineteenth century. Next, they focus on the current state of the field by addressing three aspects: (1) the institutional basis, specially the development of comparative education societies; (2) an account of the contributions of international organizations, both in terms of studies that have been recently conducted and of the development of data bases; and (3) an analysis of prevailing topics as well as theoretical and methodological approaches in a sample of articles published during the 2010-2017 period. The authors conclude by summarizing the main aspects of the current situation, and pointing to future epistemological and political challenges for the field in the region.

Introduction: The ethical implications of deoxyribonucleic acid (DNA) profiling or DNA fingerprinting or forensic genetics in criminal investigations have gained significant attention worldwide. In India, DNA profiling in criminal investigations has increased over the years. However, the ethical considerations of DNA profiling in India have yet to be examined adequately.

Purpose: The study aimed to examine the ethical considerations of DNA profiling in India and compare them with international guidelines. By examining the ethical considerations of DNA profiling in India, this study seeks to contribute to the ongoing discourse on the responsible use of DNA profiling in forensic investigations.

Methodology: The study used a qualitative research design, and data were collected by reviewing relevant literature and laws.

Findings: The findings indicate that the Indian legal framework has gaps in addressing the ethical considerations raised by international guidelines, such as the admissibility of DNA evidence in court, oversight of DNA laboratories, safeguards against discrimination, and privacy and confidentiality protections.

The comparative analysis highlights the need for strengthening the legal framework in India, adopting best practices from international guidelines, and incorporating safeguards to protect against discrimination and ensure the privacy and confidentiality of individuals. By adopting these recommendations, India can ensure that DNA profiling is conducted ethically and responsibly, promoting public trust in the criminal justice system and upholding the rights of all individuals.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

The purpose of this paper is to, using a quality management assessment framework (QMAF), provide a comparative analysis of quality management capabilities of organisations categorised by size and groups, based on the Australian and New Zealand Standard Industrial Classification (ANZSIC) code.

A questionnaire-based survey was used for data collection. Statistical data analysis, including descriptive statistics, multivariate and univariate analysis of variance and Hsu’s multiple comparisons with/to the best post-hoc test results, was carried out to identify significant differences and similarities in total quality management capabilities between organisations based on the QMAF model.

Significant differences in quality management capabilities were identified between large organisations and SMEs while no significant differences were found to exist between medium- and small-size organisations. Most of the QMAF-based capabilities do not seem to show significant differences between the four groups of ANZSIC code of firms, except for partnering focus and business outcomes.

The research was limited by the number of returned responses of survey questionnaire from manufacturing organisations in the Greater Western Sydney region. This research provides practitioners with practical guidelines for improving quality management capabilities and can become the basis for comparative analysis in other regions of Australia, and globally. In addition, the research findings can be used by government and quality associations to develop appropriate strategies and policies for supporting the development of quality enhancing programmes in SMEs.

The comparative analysis of quality management capabilities by organisational size and industry type advances the previous work on optimum pathways of achieving business outcomes using the QMAF model. In addition, the research has mapped out differences in quality management capabilities, based on a combined scope of size and industry type, especially in the Greater Western Sydney region where a large number of SMEs are located.

As an innovation model for infrastructure and public service delivery, public–private partnership (PPP) has been widely adopted around the world. The knowledge spillover effect and policy diffusion mechanism have played an important role in promoting the development of PPP in the context of globalization. A comparative evaluation of the policy and management of PPP in different countries will help to understand the development of PPP, provide decision-making reference for PPP policy embedded with specific national conditions of each country, and also contribute to the global PPP knowledge body.

Based on the principle of comparability and representativeness, this study selected three countries, namely, China, India, and the United Kingdom for comparative analysis. This study first introduced the policy process and key institutions of PPP in three countries. Secondly, a comparative analysis of the development characteristics and application of PPP was conducted based on the official database of three countries. Finally, the differences, influencing factors and development trends of international PPP development were analyzed based on the comparative research results, and suggestions for PPP policy and management were put forward.

The research results indicate the development fluctuation and unbalanced spatial distribution of PPPs are a common phenomenon in the three countries. The UK has a significant impact on the policy and development of PPP in other countries. However, under the combined influence of factors such as economic, urbanization, political regime and social culture, there are significant differences in the PPP institution, application, and project characteristics in various countries. Due to international exchanges and knowledge spillovers, as well as the promotion of intermediaries, the development of PPP worldwide tends to converge.

Through conducting an international comparison of PPPs based on project data, this study provides a detailed and visualized overview of PPPs and a better understanding of PPP policy and management in different countries. The findings will be of interest to PPP investors, officers, practitioners, policymakers, researchers, and analysts. It enriches the portrait of global PPP market research, helps governments to improve the design of PPP institutions and policies, and provides references for decision-making of international investors when stepping into a new market.

This study is the first attempt to systematically compare and analyze the global PPP difference and development trend based on PPP project databases of different countries. Different from previous PPP comparative research based on perception data, the project data-based comparative analysis in this study is helpful to understand the characteristics, interrelations, and trends of global PPP development and enrich the existing PPP knowledge body. This study also proposes that it is possible to establish a global PPP knowledge community in the context of globalization and global production network.

In the present paper, amixed (quantitative and qualitative) and comparative (Europe vs. North America) analysis is accomplished for the assessment of the production and diffusion of strategy knowledge. With such an analysis we have attempted to identify which countries have the most consolidated and prestigious means for the diffusion of Strategic Management investigation at international level, and what is the character of its scientific production in the field. We have also tried to ascertain whether international or local cooperation plays a substantive and increasing role in the production and dissemination of knowledge on Strategic Management, specially nowadays, when, in despite of the strong existing competition, an ever greater attention is paid to the role played by cooperation.