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In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

The World Bank-sponsored public financial management reforms attempt to instil fiscal discipline through techno-managerial packages. Taking Ghana's integrated financial management information system (IFMIS) as a case, this paper explores how and why local actors engaged in counter-conduct against these reforms.

Interviews, observations and documentary analyses on the operationalisation of IFMIS constitute this paper's empirical basis. Theoretically, the paper draws on Foucauldian notions of governmentality and counter-conduct.

Empirics demonstrate how and why politicians and bureaucrats enacted ways of escaping, evading and subverting IFMIS's disciplinary regime. Politicians found the new accounting regime too constraining to their electoral and patronage politics and, therefore, enacted counter-conduct around the notion of political exigencies, creating expansionary fiscal conditions which the World Bank tried to mitigate through IFMIS. Perceiving the new regime as subverting their bureaucratic identity and influence, bureaucrats counter-conducted reforms through questioning, critiquing and rhetorical venting. Notably, the patronage politics of appropriating wealth and power underpins both these political and bureaucratic counter-conducts.

This study contributes to the critical accounting understanding of global public financial management reform failures by offering new empirical and theoretical insights as to how and why politicians and bureaucrats who are supposed to own and implement them nullify the global governmentality intentions of fiscal disciplining through subdued forms of resistance.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

For many years, universities have been confronted with the rise of a managerial logic, in line with the new public management movement. They have been encouraged to implement new accounting tools such as cost calculations. Literature shows mixed results regarding the institutionalization of such tools, and the logic they try to support. In most studies, the agency of actors is examined to explain the institutionalization of accounting tools and only few studies consider the specific characteristics of these accounting tools to understand this process. To enrich the literature on institutionalization, this article examines how the affordances of costing tools affect the institutionalization of these tools and the institutionalization of new logics in pluralistic organizations such as universities.

The data were collected at a French university which is considered as an example of successful institutionalization of the tool and is cited as a model to follow. The data include a four-month participant observation and 18 interviews. Access to internal and external documents was also available. The analysis of the data is based on a framework proposed by Jarzabkowski and Kaplan (2015), which draws on the concept of affordance of tools, to investigate how the possibilities and constraints of costing tools shape the selection, application and outcomes of cost calculations.

The results show that the affordances of cost calculations facilitate the institutionalization of a new logic and its coexistence with previous logics. Technical affordances are mobilized by actors aiming to bring in a new logic without directly confronting the old ones. Role affordances also play a major role in the institutionalization by facilitating the adhesion of the actors through multiple applications of the tool. Finally, value-based affordances reinforce the institutionalization of a managerial logic by emphasizing the values shared with the other logics and thus facilitating the coexistence of the three logics at stake in the university.

This research provides three main contributions. First, it contributes to the literature on the institutionalization of accounting tools. It shows the relevance of the concept of affordance (Leonardi and Vaast, 2017) to unpack the characteristics of accounting tools (including the constraints and the possibilities they offer) and to achieve a better understanding of the institutionalization of accounting tools. Second, this paper contributes to the literature dealing with the role of accounting tools in the institutionalization of logics. The results suggest that the institutionalization of tools and the institutionalization of logics are two different phenomena that move at different speeds. However, these phenomena interact: the institutionalization of accounting tools can facilitate the coexistence of different logics in pluralistic organizations. Third, this paper contributes to the literature on affordances. The data reveal several types of affordances for accounting tools: technical affordances that refer to the technical possibilities to shape and tweak the tool; role affordances that refer to the various roles and purposes that the tool can fulfill and value-based affordances that refer to the plasticity of the values and beliefs that the tool can convey. The study shows that each type of affordance is prevalent at a different time of the process of institutionalization and that the combination of these affordances contributes to the institutionalization of the tool and of new logics.

This study examined the influence of university corporate social responsibility (University CSR) on university corporate brand legitimacy through the lens of university brand trust.

The study utilized a cross-sectional research design with a quantitative approach to gather data from a sample of 398 university students. The collected data were analyzed using structural equation modeling.

The findings of the study suggest that University CSR has a significant influence on the legitimacy of a university's corporate brand. Moreover, the study identified the mediating role of university brand trust in the proposed relationship.

The study was conducted in the context of higher education in Tanzania. As a result, the generalizability of the findings to other contexts that significantly differ from Tanzania, a developing country, may be limited.

The study recommends that the management of higher education institutions in developing countries should include CSR practices in the strategic plans of universities. Additionally, faculty members should be empowered to play a significant role as initiators and implementers of CSR programs.

This study is one of the few attempts to examine the interplay between university CSR, corporate brand trust and university corporate brand legitimacy. The study contributes to the state of knowledge in the education sector by highlighting the role of university CSR in building social acceptance, which is a crucial pillar in empowering universities to play a role in social and economic development.

The study explores the evolution of Indian domestic electronics manufacturing post-economic reforms and also investigates the lack of natural growth stages among Indian start-up/SME electronics manufactures.

The theoretical framework is inspired by Dawar and Frost's survival strategy theory that local companies may follow to overcome competitive threats from MNCs. The study adopts a qualitative methodology, more precisely, a phenomenological approach to walking through policy/regulatory reforms amid market distortions, technological gaps and colonial mindset from the perspective of Indian domestic electronics manufacturers. The study has adopted Gioia method of data analysis to inductively suggest a few research propositions.

The phenomenological approach revealed eight essential structure (essence) narratives to explore the complex issue that plague the industry: make in India, made in India, preferential market access strategy, equitable market access strategy, blue ocean strategy, competitive positioning strategy, technical capability and importance of policy/regulatory arbitrage.

The situation of Indian electronics manufacturing units is comparable to the bonsai tree situation, where natural evolution in business stages does not exist; they are born and die as start-ups/MSMEs. The study advocates for equitable market access by removing market distortions. The long-term solution may lie in making available locally manufactured products as a dependable alternative to the imported products or produced locally by MNC OEMs in terms of cost, quality, technology, volume, after-sale service and integrated supply chain.

While the favorable FDI policies, digital India and make-in India initiatives have strengthened domestic electronics production, it is yet to significantly impact India's position in global trade, including manufacturing and exports.

This paper explores the challenging nexus of police custody, risk and intra-organisational boundaries in the context of a recently reformed national police service. Police custody is an often-hidden aspect of policing, away from the public gaze and scrutiny. Although there is increasing recognition of the importance of rural policing (e.g. Harkness (2020); Mawby and Yarwood (2011); Ruddell and Jones (2020); Yarwood and Wooff (2016)), there has been little or no focus on rural police custody. This paper seeks to begin to redress this by focussing on the challenges faced by rural police custody in the context of large-scale organisational change.

This paper draws on data from a study funded by the Scottish Institute for Policing Research (2016–2018), entitled “Measuring Risk and Efficiency in Police Custody in Scotland”. The paper adopts a qualitative methodology to develop an understanding of the varying nature of police custody across Scotland. Two contrasting case study locations were selected, one urban and one rural. 12 semi-structured interviews and 15 hours of observation were carried out. Data was transcribed, coded and analysed and thematic analysis enabled themes to be developed. This paper draws on the data from the rural custody suite.

Drawing on the theoretical framework of Giacomantonio (2014) and more recent considerations of abstract policing Terpstra et al. (2019), this paper offers insights into the ways that police custody in rural Scotland has been organised, against the backdrop of challenging organisational change. I argue that as policing services in Scotland have become increasingly “abstract” from communities, police custody as a national division has witnessed the impact of this more greatly than other parts of local policing. Intra-organisational management around staffing has led to complex management of risk, illustrating some of the challenges of national organisational change on police custody.

This paper focuses on the impact of large scale organisational change on rural police custody and intra-organisational relationships and dynamics. Rural policing is still a largely neglected area of study and rural police custody is even less understood. This paper therefore provides an original contribution by focusing on this under-researched area of policing. It also illustrates complexity around risk, staffing and management of people being held in rural police custody suites. It is therefore of value to policing scholars in other contexts, as well as rural criminology more generally. It has applicability to international contexts where macro level policing reform is occurring.

The purpose of this study is to discuss the most relevant literature related to the adoption of International Public Sector Accounting Standards (IPSAS) in the public sector in developed and developing countries, identifying the constraints and stimuli they represent in the implementation of the public accounting reform. It also presents future research proposals on the factors identified.

The methodology is based on a systematic review of the literature described by Moher et al. (2009). The final sample includes 90 academic papers published from 2000 to 2022.

The main findings indicate that there are differences between constraints and stimuli in the implementation of accounting standards between developed and developing countries. In terms of constraints, the main factor in developed countries is the lack of training, whereas in developing countries it is the limitation on financial resources. In addition, the results demonstrate that in developed countries the factors that most encourage the implementation of accounting standards are modernization and improvement of accounting, while in developing countries, encouragement comes mainly from external and internal pressure.

This study helps countries and institutions to learn from experience and better prepare for the accounting reforms of public administration that they will undertake. Managers of public organizations may be willing to make decisions in the adoption of IPSAS if they take into account the factors established herein.

This study helps countries and institutions to learn from the experience, better prepare for the public administration accounting reforms that they will undertake and add greater transparency in the accountability of public accounts to citizens.

In addition to previous studies, this study addresses a number of factors perceived by those involved in the implementation of IPSAS in developed and developing countries and provides a robust research agenda to pursue during the coming years, as there are several important unexplored questions that invite further research.

This paper aims to assess gender bias in Italian university student mobility controlling for the field of study. It uses data from the Italian National Student Archive (Anagrafe Nazionale degli Studenti – ANS) for the cohort of freshmen enrolled in the 2017 academic year. The macro-regional comparison unfolds across the following areas: North and Centre, Southern Italy and main Islands (Sicily and Sardinia).

The analysis is firstly carried out at the national level, and secondly, it focusses on macro-geographical areas. University mobility choices are thus investigated from a gender perspective, conditioning upon other theoretically relevant characteristics collected for the prospective first-year university student population enrolled in 2017. The authors analyse data in a regression setting (logit models) within the multilevel framework, which considers students at level 1 and the field of study at level 2. Gender differences in the propensity to be a mover – conditional upon the choice of the field of study – were captured by introducing random intercepts to account for clustering of students in fields of study and random slopes to allow the gender effect to differ among them.

Findings show that university student mobility in Italy leads evidence of gender bias. This has been detected using a multilevel random slope approach that allowed the authors to jointly estimate a slope parameter for gender within each field of study. Moreover, using a regression setting allowed the authors to control for heterogeneity in geographical, educational and socio-demographic characteristics across students. In line with previous empirical findings, the authors' data highlight the presence of a relevant mobility flow of university students from the South toward the North-Centre of Italy and lower mobility of female students compared to male students from the South and Islands.

To the best of the authors' knowledge, there are no studies in Italy, which investigate if families' investment in higher education in terms of selection of no-local universities are affected by gender bias and if geographical differences in this behaviour between macro-areas are in place. Thus, investigating students' choices in tertiary education allows the authors to shed light on the presence of gender bias in families' education strategies addressed to increase the endowment of students' assets for future job opportunities.