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PurposeThe dramatic growth and international scope of knowledge‐intensive business services (KIBS) are evident in emerging markets such as China and India. Nations, like firms, seek to capitalize on their available resources and capabilities (e.g. people, technology, skills) in order to build and maintain core competencies in certain industry sectors. This paper has the following objectives: to discuss the classification of KIBS, to marshal conceptual and statistical evidence on KIBS in major emerging markets, to compare and contrast selected major emerging markets in regard to their KIBS activities, and to discuss policy implications.Design/methodology/approachIn this conceptual paper, extant literature is reviewed and discussed pertaining to the KIBS sectors. Several existing data sources are used to assess the comparative performance of major emerging markets in the KIBS sectors.FindingsThe emphasis is on finding comparative longitudinal statistics that are useful for comparison and contrast among major emerging markets. The analysis indicates that while the major emerging markets are building competitive advantage by focusing on knowledge‐intensive business services, their progress differs sharply. For example, China shows the lead, followed by India, Brazil, Russia, Mexico, Turkey, and Indonesia. Smaller nations lag behind these in most indicators. It is evident that leading major emerging nations have not reached parity with highly industrialized countries.Research limitations/implicationsThe results show ranking and contribution of various major nations in the global knowledge economy, but additional time series and analysis are needed to assess comparative rankings. However, the classification and the indicators illustrated here offer a panoramic, comparative picture over the past decade. Using international business theories, research can develop statistical models to explain foreign market entry strategies of knowledge‐intensive service firms.Practical implicationsThe paper is of value to managers considering entry and/or expansion into major emerging markets in various sub‐sectors of knowledge‐intensive sectors. The specific industry and function pursued by a firm need to be identified and matched up with host nation characteristics (e.g. more software design and pharmaceutical research in India v. more manufacturing design and R&D facility in China). The paper also provides guidelines to policy makers to sustain their country's competitive advantage in the KIBS sectors.Originality/valueThe paper looks at knowledge‐intensive business services in major emerging markets. It offers both conceptual contributions and statistical evidence that key nations differ in their activities in regard to such high‐level and complex service offerings.

Intro -- Authors' Foreword -- Foreword -- Preface and Summary -- Synopsis: How Can Universities Better Contribute to Sustainable Development? -- Expectations for University Engagement Are High -- Universities Can more Effectively Contribute to Economic Development -- Knowledge Exchange Has the Central Role in this Strengthened Engagement -- Knowledge Exchange Accelerates Innovation, Contributing to Economic Development -- Knowledge Exchange Gives an Expanded Role to Academic Activities -- Systematic, Effective, and Adaptable Practices Build Capability in Knowledge Exchange -- Forty-three Case Studies of Effective Practice Provide Important Examples -- Education Contributes to Knowledge Exchange -- Research Contributes to Knowledge Exchange -- Catalyzing Innovation Contributes to Knowledge Exchange -- Adaptable Universities Provide Support for the Academic Practices -- Adaptable Universities Evaluate Progress and Set Faculty Expectations -- Partners Align their Practices to Support the University -- Change is Possible and Necessary -- Change Process is Adapted for Existing Universities, Systems, and New Universities -- An Invitation -- Acknowledgements -- Contents -- Chapter 1: The Impact of Universities on Economic Development -- 1.1 Introduction and Overview of our Approach -- 1.1.1 Expectations Are High -- 1.1.2 Our Contributions Can Help Universities to Adapt -- 1.1.3 Our Approach Is Pragmatic -- 1.1.4 The Main Contribution Is an Actionable Agenda -- 1.2 The Adaptability of Universities and the New Expectations -- 1.2.1 Based on their History of Resilience and Adaptability, Universities Are up to the Challenge -- 1.2.2 Governments Have Clear Expectations for the Impact of Universities on Society -- 1.2.3 Universities Are Responding to these Expectations -- 1.3 The Impact of Universities on Economic Development.

AbstractPlatform cooperatives, namely, businesses that sell goods or services primarily through a website, mobile app, or protocol and commit to the principles of democratic governance and shared ownership, have lately been proposed as a more sustainable, equitable and, under certain conditions, even efficient alternative to the organizational model of commercial platforms. Accordingly, they have been presented as economic institutions capable of involving all their relevant stakeholders in an extended and inclusive governance structure. Nevertheless, this emerging literature is still characterized by the lack of a holistic and analytic framework connecting the dispersed studies on the topic through the lens of stakeholder theory and detailing strategic complementarities between these different stakeholders. Related to this point, while dealing with the competitive advantages and challenges of platform cooperatives, little reference has been made to the existing debate in governance theory about the advantages and challenges of cooperative firms as compared to capitalist ones. These research gaps motivated our literature review, which is the first comprehensive systematic review specifically focused on this topic. Given the still‐emerging character of the research object, our work also makes way for future updates as new contributions are gradually published.

On one level, and with reference to a specific frame of reference, embodied forms of practice that have come to be associated with Yoga and Taoist philosophy appear to be very similar if not identical in terms of form, structure, and purpose. However, there is no clear-cut history of communication between eastern and southern Asia concerning the exchange of ideas linked to these practices, and where some scholars presume direct, linear exchange, and obvious congruity, others see radical difference and discontinuity. Taking the inspired work of the Bengali scholar Prabodh Candar Bagchi as a point of departure—and eternal return—the argument presented here is twofold. First, it is highly problematic to conceptualize cross-cultural contact in the premodern period not just in terms of the modern geopolitics of nationalism—which is fairly obvious—but also in terms of a history of ideas that is itself structured by modernity. Second, secret knowledge transforms what is in fact impossible—immortality, transcendence, enlightenment—into a historical vortex that is both local and global. Mimetic history is the recursive pattern, structured through the paradox of secrecy, whereby the impossibility of embodied enlightenment is reflected in forms of practice that, in terms of both time and space, endlessly anticipate perfection.

The dynamics of schooling and learning are central issues to debate modernity. As they represent an essential feature of socializing processes in contemporary societies, they gather the ambivalences related to the production of individuals in modernity. On the other hand, these dynamics occur in a context of enlarged globalization, despite implying specific local translations, often composite. This book raises some questions concerning schooling in modern societies. What means learning in a globalized world? Does lifelong learning introduce new challenges to knowledge and the scholastic form of transmission? Are competences prevailing as a new form of qualification in modern societies? How teachers deal with these new professional dilemmas?.

This study attempted to determine if school psychologists are more knowledgeable regarding traumatic brain injury (TBI) today than in a study conducted years ago (Mira, Meck, & Tyler, 1988). Since the Mira, et al. study a federal category has been added to special education legislation, and it was hypothesized that school psychologists would be receiving more training in this area as a result of the addition of the special education category. This study also attempted to determine if regular education teachers, special education teachers, and school psychologists differ in their knowledge of (TBI). A survey from the Mira, et al. study was replicated and sent to regular education teachers, special education teachers, and school psychologists in Illinois. The results indicate that school psychologists were not significantly more knowledgeable than in the previous study. Although school psychologists were significantly more knowledgeable than either regular or special education teachers regarding TBI, school psychologists only averaged one and a half more correct answers than the other two groups. The implications of this study are that all three groups, regular education teachers, special education teachers, and school psychologists could all benefit from additional training in this area.

This research was a descriptive qualitative study using ethnographic methods. It aimed to determine the understanding and application of chemistry knowledge in the daily lives of Wiapore society, Marawola Barat district, through an ethnochemistry approach. Data obtained was in the form of an initial data inventory. These inventory data were then grouped into several data categories, namely categories related to food, beverage, and agriculture categories. The percentage value of each data was as follows, related to food 55.55%, related to drinks were 22.22%, and connected to agriculture were 22.22%. The results of this study are significant for local governments in taking policies relating to education for children and the Wiapore community

This scoping review aims to map the existing conceptualization of gender in peer-reviewed gambling scholarship to locate areas of future inquiry for a comprehensive understanding of the relationship between gender and gambling. It follows Arksey and O'Malley's (2005) framework for scoping reviews, updated by Levac et al. (2010) and Daudt et al. (2013). We located the relevant literature published between 2000-2020 by searching through eight academic databases using Boolean operators and various key search terms, yielding 31,533 results. After a thorough screening based on inclusion/exclusion criteria and excluding duplicates, we located 2,532 journal publications that addressed gender and gambling. Among them, 53.4% used gender as a descriptive demographic variable, 44.3% explored the comparative analysis between men's and women's gambling behaviors, preferences, and risks, and only 2.3% focused on gender from a socio-cultural perspective. When articles mentioned gender, we found that it was primarily considered a descriptive demographic variable and an indicator of comparative analysis between men and women. Furthermore, the few articles that discussed the socio-cultural aspects of gender were mainly limited to a binary construction of gender. This scoping review concluded that there is a scarcity of socio-cultural studies of gender in gambling scholarship, indicating the need to expand socio-cultural analysis in research on gender and gambling.

Conflict theory represents a useful perspective in the conceptualization of welfare policy. Frances Fox Piven and Richard A. Cloward (1971) theorized that government distributes financial assistance (e.g., welfare) in response to conflict (e.g., rioting by the poor masses). Thus, welfare is a mechanism of control used in an effort to squelch rebellious poor people's movements. The goal of this paper is to analyze the validity of Piven and Cloward's thesis through a review of empirical literature that supports and challenges this thesis. Conflict theory will be utilized in a discussion of how it may inform further research in the field of welfare policy.