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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly "personal at a practitioner level" and shaped by need, before becoming driven by "collaboration at an organisational level" with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of "organisational change". This resonates with literature which shows innovation has three outcomes: "originality" (practitioner-based agency); "scale" (going beyond the site of creation) and "value" (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency.

BACKGROUND: The emergence of COVID-19 resulted in a substantial loss of education because of global school closures. Face masks are a potential measure to restrain the COVID-19 spread; therefore, this paper evaluated the effectiveness of face masks in reducing COVID-19 incidence in school settings. METHODS: A systematic review was conducted by searching the literature in the Cochrane COVID-19 Study Register and the World Health Organization COVID-19 global literature. Data were summarized in tabular forms, and the findings were presented as narrative synthesis. RESULTS: A total of 15,709 records were retrieved. The screening and selection led to the inclusion of 12 observational and 2 quasi-experimental studies. Nine studies were conducted in different states, counties, or districts of the United States, and the remaining 5 were reported from Germany, Finland, Spain, and the United Kingdom. The results of 10 out of 14 studies favored mask use in reducing school COVID-19 incidence. Three studies found no link between mask use and COVID-19 incidences, whereas 1 quasi-experimental study noted a higher COVID-19 incidence with mask use in students aged 6-11 years than no use of mask among preschool children aged 3-5 years. CONCLUSION: Mask mandates may lessen the incidence of respiratory infectious diseases in school settings during a pandemic; more well-designed studies are warranted to clarify further the evidence regarding mask use in school settings.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

Communication skills are highly sought after by employers, as industry reports repeatedly show. At the same time, those reports also reveal that many employers are dissatisfied with their newly hired graduates' communication skills. In addition, increasing globalisation has led to the call for 'global graduates' who can function well in culturally diverse contexts. Considering both aspects, it is important, to explore which factors help foster students' global communication skills. This paper investigates this issue, testing the impact of potential factors identified from previous literature. Data was collected from 2359 students in seven different institutions located in five different countries. A linear regression model was tested to identify those factors which most contribute to global communication skills development. Results show that motivation to improve communication skills and the experience of social and academic integration into the campus community made the most significant contribution to participants' higher levels of global communication skills development. Besides, students who were presented with relevant opportunities and support from their respective institution and those engaged with foreign languages also demonstrated higher levels of global communication skills development. The paper concludes that for students to acquire the communication skills needed for working successfully in diverse contexts, and hence to become 'global graduates', it is essential that they venture out of their comfort zones and engage with the diverse campus community. At the same time, this engagement requires universities' guidance and support to help maximise the learning gains from such intercultural encounters.

This paper sheds light on the impact of the digital platforms' enhancement and usage of latest synchronous and asynchronous teaching-learning platforms through a global virtual project involving business schools across five countries. The study focuses on how technology involved in the learning-teaching process at different business schools has affected the commitment of undergraduates and graduates in the post-COVID era. Furthermore, the paper discusses how the global virtual teams of students has increased their motivation in their studies. The paper is based on a blended learning international collaboration (BLIC) project involving 150 students participating in global virtual collaboration via different digital platforms in classes on International Management and International Business. The study results show, that with computer-supported collaborative learning, students across all involved business schools have been highly committed and motivated in conducting their assignments. The paper shows that the enhancement and utilization of digital platforms in face-to-face and online classes in International Business and International Management, within this virtual collaboration, has provided the students with new knowledge and has held motivation high throughout the project.

This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project "CLIL for all: Attention to diversity in bilingual education" ("ADiBE") to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

Beginning in the mid-1980s, European governments have increasingly implemented performance-based funding systems for higher education. While a focus on the transnational pressures that contributed to the widespread adoption of performance-based funding in Europe accounts for the impetus for performance-based funding policies, it fails to address how and why the resultant performance-based funding policies are as distinct and different as they are. In this paper, I argue that an institutional logics perspective offers a theoretical account of the performance-based funding policy formation process. I use the United Kingdom (UK), Germany, and France as case studies. I contend that in these three cases, different local logics drove the performance-based funding policy formation process.

This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents' occupation after controlling for main sociodemographic characteristics. Logistic regression models are run on respondents from 14 European countries representing different welfare regimes: Denmark, Norway, and Sweden (Scandinavian countries); Italy, Greece, and Spain (Southern European); Czech Republic, Slovakia, and Poland (Central and Eastern Europe), Belgium, France, and Germany (Continental); and United Kingdom and Ireland (Anglo-Saxon countries). Our findings confirm that workers in occupations at high risk of automation were found to be consistently less likely to participate in job-related AET, quite irrespective of welfare regime. [The paper was presented at XIII Conferenza Espanet Italia--Il welfare state di fronte alle sfide globali (Venezia, 17 September 2020).]

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

Economists receive high social recognition in media, politics and business discourses where they often obtain a status as 'star economists' and 'financial prophets'. This paper investigates the social conditions that make the formation of size in the economic sciences possible. It analyses the "institutional constraints," "professional networks," "forms of academic knowledge" and "publication strategies" of early career economists as part of an academic dispositif. A position of 'size' is achieved when academics take a privileged scientific discourse position via publications, presentations and various evaluation reports for journals, funds and other academic institutions. To understand the formation of privileged academic discourse positions, we need to investigate the entire construction processes that start already at the "earlier phases of the professional biography." Based on narrative-biographical interviews with economists in UK and Germany, this paper will focus on "four sorts of resources" that are analysed as 'biographical discourse capital'. Biographical resources as 'discourse capital' are mobilised by early career researchers to solve practical problems in their daily life. The paper shows how specific tacit and conceptual knowledge interact with access to professional networks in order to find a 'proper topic' that help young economists to finally publish an A+ or 'Four*' paper.

This is a conceptual paper that examines the origin and development of universities and their current role in global society. There has been an unprecedented and exponential growth of technology and artificial intelligence capabilities over the past ten years which is challenging current working practices and affecting all areas of society. The paper examines how this role may change to match the new demands placed on them by a digitally enabled society that has greater leisure time. The design of the paper is first to detail some of the changes in work practices that are taking place and how these will impact on society. It then offers several ways in which universities could modify their role to respond to these emerging challenges. This could include new courses, new organisational structures and new pedagogical practices. The paper provides a platform for discussion and debate around the strategic vision and direction of travel for higher education.

This special issue expands the scope of a panel presentation at the Society for Research into Higher Education Annual Conference 2019 and makes two identified contributions to the field. First, drawing from existing literature, this introductory paper proposes three categorisations of employability as: outcomes approach, process approach and conceptual approaches. This moves beyond normative conceptualisation of employability from mostly the outcomes approach. The applicability of the categorisation is further enumerated by the diversity of contributions in this special issue that highlights (a) the complexity in the field and (b) the interrelatedness of the categories. Second, the special issue puts together a rarely combined collection of global perspectives on conceptualisations of employability, and insights from research on little studied groups in Western and non-Western contexts (the UK, Portugal, Australia, the Indo-Pacific Region, Germany, Kenya and Kazakhstan). The papers, therefore, illustrate the need to widen our scope of understanding employability beyond current dominant perspectives. The broadening that is required in employability discourses is further needed in view of unprecedented disruption brought on higher education during the COVID-19 pandemic. This suggests the need to rethink our conceptualisations of employability amidst uncertainty and potential disruption to the future of work.

Objective: Schools are important settings for health promotion. In schools, children and adolescents can be reached regardless of their social background, which represents a unique opportunity for promoting health. Several studies have demonstrated the importance of school leadership in initiating and sustaining health promotion; however, efforts to systematically review the influence of school leadership on school health promotion are still lacking. Hence, this paper analyses empirical studies published in scientific journals on school leadership and health promotion in schools. Design: Systematic literature review. Method: Informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a review was conducted using two main databases: Web of Science and Scopus, which retrieved 51 eligible articles. Results: The review of these articles resulted in the identification of seven main themes -- school leaders' health; attitudes, knowledge and behaviour; accountability; support from school leaders; shared leadership approaches; capacity building and parent engagement. Conclusion: This systematic literature review expands the literature by highlighting the school leadership factors that promote school health promotion in Oceania, Europe, North America, South America, Africa and Asia continents. Future systematic literature reviews could explore studies and different aspects of health promotion by teachers, especially in the Asian context.

Background: The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND). Method: In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified. Results: The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND. Conclusions: The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.

Academic libraries, apart from their main function, which is to provide information services to academic communities, may also perform a number of social roles in the broad meaning of the term. Accordingly, they now tend to serve as the third place offering inclusion and animation activities to academic as well as local communities (including potential students) and to groups in risk of social exclusion (immigrants, persons with disabilities, senior citizens, etc.) or in need of various kinds of care and support. However, for libraries to be able to fulfil those tasks, they need properly trained staff who not only have the required competencies but also the right social attitudes. The paper presents an analysis of the social attitudes of academic librarians from twenty countries across the world as compared to the personnel of other types of libraries. The level of individual social capital, activity in social networks, aspirations in life and social and civic engagement were investigated. It was noted that the respondents tend to undervalue the importance of the work done by libraries for local communities. At the same time, the research showed that academic librarians have a somewhat lower level of individual social capital and trust than public librarians and less extensive social networks. Nonetheless, they are open to relationships with others, which enables them to engage in various social projects.

Children and young people who come into conflict with the law tend to be disengaged with education and learning. This paper reports on research from an EU Erasmus+ project in Spain, Italy, Germany and the UK. The research focused on the impact of Authentic Inquiry (AI) on learners in custodial or youth justice settings and the impact on educators and their pedagogy. Quantitative data (from 82 educators and 73 young people), demonstrated the young people could be re-engaged with education and learning as evidenced in the change in Learning Power profiles. Qualitative data (from 16 educators and 14 young people) showed the greatest impact to be on the emotional component of engagement. The AI had an impact on educators as learners by improved Learning Power profiles and on their pedagogical approach. Ways to embed the approach into education in youth justice settings in the different country contexts are discussed.

International comparative ethnographic studies of ECEC (Early Childhood Education and Care) are difficult to conduct but worth the effort. Comparative studies featuring thick description and polysemic interpretations can challenge taken-for-granted assumptions, expand the menu of the possible, expose the provincialism of national approaches, and illuminate the global circulation of ECEC practices and ideas. Based on reflections on four major comparative international studies I have led, in this paper I describe effective strategies for conducting comparative ethnographic research in ECEC settings, explicate the rationale for doing so, and provide examples of how this approach can impact research, practice, and policy. Issues I address include the rationale for selecting countries for comparison, the formation of a research team, and distributing interpretive voice and power.

Globalisation, technological changes and the industry-to-service economy transition has produced dramatic changes in the labour market, thus affecting higher education. It is no longer sufficient to provide students with disciplinary knowledge. Graduates are also expected to be adaptive, innovative and flexible. As these competencies are better developed in connection with practice, this implies modifications in the learning design. In this context, work-based learning (WBL) emerges as a relevant approach as it provides students learning experiences oriented for the appreciation of work and practical knowledge. However, several issues still restrain its expansion in the European Union (EU). There is (1) a great disparity in WBL implementation among EU countries which relates to educational cultures, (2) a concentration in certain disciplinary areas such as business and engineering, and (3) a lack of quality assurance. Drawing on reports and materials produced by the Erasmus+ project Integrating Entrepreneurship and Work Experience into Higher Education (WEXHE), this paper explores these issues by identifying differences in the level of implementation as well as design and delivery of WBL in seven EU countries across four disciplinary areas. It then brings forward success factors and drivers instrumental to the further development of better WBL.

This paper suggests how lessons from Germany's national-level, comprehensively focused place-based regeneration (or levelling up) efforts could be applied in the UK. It draws the direct linkage between spatial inequality and the decline of large-scale heavy manufacturing industry at the end of the 20th century in Germany and the UK. It also posits that rapid deindustrialisation, poor-quality education and other indices of poverty and economic inequality have fuelled political fragmentation — including loss of public trust in government, national and civic institutions — in both countries. The paper explores and compares two sets of German redevelopment efforts over time, in the industrial heartland of the former West German Ruhr region and across the former East Germany, to assess their impacts on reducing political polarisation as well as bolstering redevelopment. It highlights which elements of these efforts have been most successful and why. The German experience, as described in the paper, clearly demonstrates that it takes decades to achieve measurable positive economic outcomes from redevelopment programmes. Political outcomes can also be mixed, even negative, if grassroots sentiment and public well-being are ignored or discounted in the process. In the former East Germany, despite huge transfers of development funds, grievances rooted in the economic and political dislocation of German unification in the 1990s have fuelled anti-establishment politics. The paper also examines how grassroots, philanthropic and private sector actors work alongside regional and federal governments in Germany in shaping positive political as well as socio-economic outcomes and how this might be most effectively adapted for the UK. [ABSTRACT FROM AUTHOR]

The purpose of this research paper is to compare and analyse how crypto-assets are regulated in the UK and Germany. The aim is to understand and highlight the approaches taken by these two countries in terms of regulating crypto-assets and to explore the potential impact that their regulatory frameworks could have on the market for these crypto-assets. The research employs a doctrinal research design to examine the crypto-asset regulatory regimes in the UK and Germany. A comprehensive review of existing literature, official regulatory documents and relevant legal frameworks is conducted to understand the core components of each country's crypto-asset regulations. The findings of this study reveal divergences in the regulatory approaches of the UK and Germany towards crypto-assets. While the UK has embraced a principles-based regulatory framework, fostering innovation and industry growth, Germany has adopted a more prescriptive and cautious approach, focusing on investor protection and market stability. The research identifies that the UK's flexible approach has attracted a flourishing crypto-asset ecosystem, while Germany's conservative stance has offered greater investor confidence. However, certain regulatory gaps and challenges persist in both jurisdictions, such as ambiguities in classification and tax treatment, requiring further attention. [ABSTRACT FROM AUTHOR]

Forecasts predict a growing shortage of skilled nursing staff in countries worldwide. Nurse migration is already a common strategy used to address nursing workforce needs. Germany, the UK, and Australia are reviewed here as examples of destination countries for nurse migrants. Agreements exist between countries to facilitate nurse migration; however, it is not evident how nurse migrants have contributed to data on which these arrangements are based. We examined existing primary research on nurse migration, including educational needs and initiatives to support policymakers', stakeholders', and health professions educators' decisions on measures for ethical and sustainable nurse migration. We conducted a rapid evidence assessment to review available empirical research data which involved, was developed with, or considered migrant nurses to address the research question: what are the findings of research that directly involves migrant nurses in producing primary research data? A total of 56 papers were included. Four main themes were identified in this research data: Research does not clearly define what is meant by the term migrant nurses; discrimination is often reported by migrant nurses; language and communication competencies are important; and structured integration programs are highly valued by migrant nurses and destination healthcare employers. Migrant nurses continue to experience discrimination and reduced career opportunities and therefore should be included in research about them to better inform policy. Structured integration programs can improve the experience of migrant nurses by providing language support (if necessary), a country-specific bridging program and help with organisational hurdles. Not only researching migrant nurses but making them active partners in research is of great importance for successful, ethical, and sustainable migration policies. A broader evidence base, especially with regard to the views and experiences of migrant nurses and their educational support needs, should be promoted to make future immigration policy more needs-based, sustainable and ethically acceptable. [ABSTRACT FROM AUTHOR]

Since the late 20th century, public discourse in Muslim‐minority countries has centered around the question of how to classify Muslims. In this paper, we compare the state, academic, and self‐classification of Muslims in two countries: the United Kingdom and Germany. We propose that the historical experience of anti‐Semitism makes religion a more salient master category to understand Muslims in Germany, while the history of both anti‐Semitism and anti‐Black racism largely resulting from colonial domination means that religion together with race are master categories used to understand Muslims in the United Kingdom. Through this multilayered ethnographic and historical analysis, we challenge taken‐for‐granted assumptions in both the political and academic milieu about what it means to be Muslim, emphasizing the importance of the interplay between sociopolitical categories and self‐identifications. [ABSTRACT FROM AUTHOR]

Europe's two largest economies – Germany and the UK – are phasing out coal from electricity production as part of European efforts to fulfil increased climate policy ambitions that require comprehensive energy system transitions. German and UK governments varied in the ways they sought support from diverse societal interests to make the transition socially acceptable and politically feasible. Drawing on 22 expert interviews and process-tracing methods, this paper compares and explains how political and economic institutional differences influenced efforts to balance energy transition concerns, like speed and cost-effectiveness with justice for companies, workers and communities most adversely affected by the transition. We find that the increasing attention to just transition perspectives after the Paris Agreement affected the design of coal phase-out processes in different ways in the two countries. Just transition concerns were given priority by policymakers in Germany, but more so if they overlapped with the interests of incumbents. In the end, politically powerful stakeholders dominated the policy outcome. In the UK, policymakers and stakeholders gave only weak attention to just transition concerns, mainly because coal's market position had collapsed. Coal interests did not have strong representation in the decision-making process. But we find that just transition concerns are likely to gain more attention in the UK because a more challenging transition away from gas will take place over the next two decades. Key policy insights Policymakers must balance the objective of a fast decarbonization process against two other important concerns: cost-effectiveness and a just transition. Political-economic institutional design and capacity shape the extent to which just transition concerns are given weight in coal phase-out processes. State capacity for including just transition concerns in coal phase-out processes is higher when political and economic institutions strongly mediate government-stakeholder interaction in the policy process, and broad stakeholder participation increases the political feasibility and legitimacy of policy change. In Germany, the government's attention to just transition concerns was strong because broad stakeholder representation in the formal process, and transition assistance policies to target potential losers in the transition, became crucial to enhance the legitimacy of coal phase-out policies. In the UK, cost-effectiveness trumped just transition concerns in the coal phase-out process, but just transition issues have increasing salience and will likely become pertinent in the upcoming gas phase-out process because more jobs and key economic interests are at stake. Our findings are relevant for policymakers in countries struggling with balancing speed, cost-effectiveness and just transition concerns in similar transition processes: phasing out coal, gas, or oil from their energy system. The findings may also inform future energy transition research. [ABSTRACT FROM AUTHOR]

We define two indices with which to measure the concentration and fragmentation of political power. Concentration (or fragmentation) indices comply with the cardinality property if they are based on mathematical distance, which makes homogeneous comparisons possible because the indices maintain proportions of values. These indices also operate under the unit interval, so the measurements can be interpreted as percentages, and the differences and ratios between measurements have an understandable meaning. Our indices indeed comply with the cardinality property, which allows us to reinterpret the well-known Gallagher disproportionality index as the transformation of mathematical distance. Our concentration index can be interpreted as the large political party's share of power, while our fragmentation index determines the smaller parties' share. We apply both indices to election results over the last four decades from the UK, Germany and Spain, revealing that vote fragmentation has significantly increased in Germany and Spain, but it does not have a steady trend in the UK. Further, whilst seat fragmentation has been observed in Germany and the UK since 2000, this phenomenon is more recent in Spain. [ABSTRACT FROM AUTHOR]

Previous studies that have investigated the J-curve phenomenon between the UK and its largest trading partner from the European Union (EU), Germany, used aggregate bilateral trade data and found no support for the phenomenon. In this paper, we disaggregate the trade data by industry and investigate the symmetric as well as asymmetric J-curve hypothesis for each of the 95 2-digit industries that trade between the two countries. We found support for the symmetric J-curve effect in 12 industries, but support for the asymmetric J-curve effect 21 industries. Since the asymmetric approach required separating pound depreciation from appreciation, the approach also allowed us to identify industries that could benefit or be hurt from pound depreciation and those that could be hurt or benefit from pound appreciation. [ABSTRACT FROM AUTHOR]

Since 9/11, considerable research has been done on US interrogation and detention operations, but comparatively little is known about the involvement of other traditionally liberal states' intelligence agencies and their evolving perspectives on torture-related policies for foreigners abroad. Particularly, the United Kingdom and Germany provide interesting cases; despite similar levels of public and political pressure regarding their indirect involvement in Central Intelligence Agency's operations, the two states took different strategic decisions in 2010 on whether to implement new extraterritorial human rights safeguards. While the United Kingdom introduced a new intelligence guidance for interrogations overseas, the German government opted for policy-continuance, which raises the question why the two states embarked on different policy trajectories, even if they found themselves in contextually similar situations and were subjected to the comparable accountability measures. By bridging insights from Rationalist and normative literature, the article addresses this conundrum by clearly outlining the states' differing strategic preferences, and by dissecting the multi-layered composition of these interests. As a result, the article delineates how strategic constraints pertaining to the states' national, international, or political elite level affect decision-makers' policy responses. [ABSTRACT FROM AUTHOR]

The purpose is to investigate the peculiarities of the formation and implementation of the European regional security concepts of France, Germany, and Great Britain in their comparison in the historical context of the foreign policy of these states with an emphasis on the period 2014--2022. The research methodology was formed by the principles of historicism, systematicity and impartiality, general scientific methods of logic, comparative analysis, and special historical methods (historiographical analysis, historical-systemic, chronology, historical-genetic, retrospective analysis, comparative-historical). The scientific novelty lies in the study of the implementation history of the theoretical approaches of France, Germany, and Great Britain to the European regional security policy in the context of the history of their foreign policy in a comparative dimension. The transformation of three national paradigms of European security in the context of changes in the system of modern international relations in the conditions of the Russo-Ukrainian war, which actually began in 2014, was traced. Particular attention is paid to the influence of these paradigms on Ukraine's international position and changes in the system of international relations and European security. Conclusions. Th roughout the entire history of European integration, each of the three leading states of Western Europe tried to realize leadership ambitions in regional politics in their own special way, compensating for the loss of global status. France, Germany, and Great Britain represent diff erent paradigms of foreign policy -- Eurocentric, Euro-Atlantic (intermediate), and Atlantic, respectively. Th roughout the development of the EU's security policy, France and Germany played the role of apologists and initiators of reforms, while Great Britain played the role of an antagonist of integration. The process of forming the EU's foreign and security policy was reduced to the search for a compromise, which led to its incompleteness. Diff erences in views on the European integration of political elites did not allow the three states to form an eff ective regional security core without the participation of the United States. Even in the studied period of 2014--2022, marked by a sharp aggravation of the crisis of the European security system, diff erences between Great Britain, France and Germany remained insurmountable regarding the current problems of international relations. Current events related to Ukraine and the mechanisms of their resolution were no exception. Although the large-scale aggression of Russia against Ukraine in 2022 contributed to the consolidation of the views and approaches of the politicians of the vast majority of Western states regarding the need to review the system of regional policy and oppose Russian aggression, the Russo-Ukrai nian war illustrates the problems of preserving the conflictual nature of the interaction of existing European security paradigms and leaves open the question of the possibility of forming a new, eff ective comprehensive system of regional security in the short term without a final answer. [ABSTRACT FROM AUTHOR]

The role of finance in the development of trade draws increasing attention from economists and economic historians. Yet empirical studies, especially from an historical perspective, continue to be scarce. This study analyses the role of German and British foreign banks in the internationalisation of trade during the first globalisation. It creates a novel data set on the bilateral trade of Germany and Great Britain with the rest of the world and the number and geographical distribution of German and British foreign banks between 1881 and 1913. Using an augmented gravity model of trade, the article shows that banks had a significant positive impact on exports and imports and that this effect was even more pronounced in case of German banks and trade. Moreover, the effect of German banks on trade is the highest in the years closer to bank entry, supporting the idea of German banks being initiators of trade. In contrast, the effect of British banks seems constant over time. [ABSTRACT FROM AUTHOR]

We estimate the elasticities of the most important tax categories using a new quarterly database of discretionary tax measures for the USA, Germany, and the United Kingdom over the period 1980Q1 to 2018Q2. Employing Romer and Romer's (2009) narrative approach, we construct a policy-neutral dataset based on revenue figures from governmental records. Using this quantitative information, we are able to subtract policy-induced changes, which often are not considered in the literature. Furthermore, we estimate state-dependent elasticities. Our conclusions are as follows. (i) In Germany and the UK, long-term tax-to-base elasticities are generally higher than short-term elasticities, whereas results for the USA are mixed. (ii) Short-term base-to-output elasticities tend to be smaller than unity, whereas long-term elasticities are close to unity. (iii) German and UK tax-to-output elasticities in the short term are lower than long-term elasticities, with mixed results for the USA. (iv) For tax-to-base elasticities, we find business-cycle asymmetries across countries but not within countries. (v) For base-to-output elasticities, our results suggest few asymmetries across countries and more asymmetries across tax types. (vi) Typically, the above conclusions do not hold for corporate income tax. [ABSTRACT FROM AUTHOR]

This article presents results from a cultural comparative research on the issue of teaching assistants' and comparable (para-)professionals role in the international context on Inclusive Education. Due to the increasing expectations towards schools to work inclusive, in the last years assistant roles have been an important topic of educational research. On the basis of interview data collected in the UK, Canada and Germany especially the varying conditions of (para-)professionals' practice in inclusion oriented lessons and their professional self-perception are interpreted and internationally compared. Referring to the theoretical concept of professionalism by Ulrich Oevermann, the significance of the working alliance between teaching assistants and students for (para-)professionals self-perception is analysed. As the interpretations point out, teaching assistants' professional roles depend on locally varying structural conditions, but in all three countries are strongly associated with a struggle for increasing autonomy. This article focuses on professionals in schools, whose task it is to help students with assigned Special Educational Needs, for instance "teaching assistants" or "integration aids". We analyse the role of teaching assistants in Canada, the United Kingdom and Germany. Our interpretations base on interviews which have been conducted with teaching assistants in those countries. We will make clear that it is important for assistants to work autonomously. However, in some countries they are expected to mainly support individual students (Germany) and in others they shall primarily support teachers (United Kingdom, Canada). Our analysis shows the tendency of regular education to delegate the therapeutic dimension of its practice. This means that, internationally, increasing employment of assistants could contribute to teachers' de-professionalisation and undercut the aim of inclusion. [ABSTRACT FROM AUTHOR]

COVID-19 regulations introduced in EU member states in 2020 meant serious restrictions for the free movement of persons, particularly workers. An ensuing gap in the supply of workers raised concerns of food shortages in the West. Governments in several EU member states enacted regulations to except the workers from restrictions facilitating their travel from Eastern Europe. In this study, we focus on EU-level responses to the COVID-19 crisis in relation to labour shortages in the food industry, and on the reactions in Germany and the UK. Firstly, referring to Schmidt (2020) and Wolff and Ladi (2020), we argue that the COVID-19 crisis placed the EU in a permanent emergency mode facilitating a quick response to enable labour mobility with less priority on the coordination of social rights. Secondly, the crisis exposed issues pertaining to working conditions, including housing and sanitation. Thirdly, differences between the reactions in Germany and the UK were consistent with the pre-existing trends in both countries. While a traditional emphasis on quality working conditions made it "appropriate" for the German government to initiate regulatory change, small-scale measures taken in the UK were directed towards maintaining an influx of migrant workers, rather than ensuring adequate working conditions. [ABSTRACT FROM AUTHOR]

The current study examines the association between earnings quality (EQ) and investment efficiency (IE) using the conditional effect of legal origin. Further, we assess the influence of the institutional ownership (IOW) on the relationship between EQ and IE within different legal environments, using a sample of 22,446 firm-year observations from the US, the UK, Germany and Japan over the period of 2001–2018. In general, the results provide cross-country evidence that a higher EQ enhances IE. Further, the results indicate that higher EQ can mitigate overinvestment and underinvestment problems by ensuring that firms move toward their optimal level of investment. In addition, the findings reveal that a country's legal environment affects IE with EQ having a stronger association with IE in common law countries as compared to code law economies. In terms of the conditional role of IOW, the findings illustrate that the effect of IOW on the relationship between EQ and IE varies within different legal origins. The results are robust to alternative measures for the main variables examined. This study provides policy implications for investors, managers, regulators, and theorists about the role of the institutional settings on the relation between certain properties of EQ and IE. [ABSTRACT FROM AUTHOR]

In the triangle of relations between major EU powers, the relationship between Germany and the UK remains historically under-examined. Its implications for the future of European defence cooperation are, however, vital and gradually more decisive. The article examines indices on the direction of this relationship to model the shape and impact of this missing link among the more thoroughly investigated relations of Germany-France and UK-France. As both the UK and Germany were forced to formulate clear positions during the Brexit process, their pronounced interactions offer a unique insight into the development of their bilateral defence cooperation, both present and future, and its impact on multilateral UK-EU defence relations. The central question that arises is whether sufficient progress has been made towards a stronger bilateral defence relationship between these two actors to warrant the designation of a trend towards new bilateralism. The article explores this within three major sectors: (1) official defence cooperation; (2) military cooperation; (3) defence industrial cooperation and finds that overtures and initiatives launched in the examined period are insufficient to alter the relationship toward new bilateralism. [ABSTRACT FROM AUTHOR]

This comparative statistical analysis is of tolerance and how it was perceived and experienced by minorities and majorities in the UK and Germany before and after two defining national events that both focused on immigration and national identity. Based on combined sweeps of the European Social Survey (2012–2018), this study applied logistic regression modelling to determine that during the Brexit vote in 2016 and the German Refugee Crisis in 2015, majorities from lower socioeconomic backgrounds were more likely to be intolerant towards minorities, who were more likely to experience discrimination. Majority intolerance and minority perceptions of discrimination increased after both events among less well-off groups. However, majorities from higher socioeconomic backgrounds were less likely to exhibit intolerance towards minorities before these national events and after. This study offers an original perspective on race and ethnic relations at times of national crises over identity and belonging. [ABSTRACT FROM AUTHOR]

New challenges arise with the trends that the Industrial revolution brings, as well as the impacts of Globalisation which are inextricably intertwined. Experts in the field are working together on creating tools in order to predict the domino effect it may cause to the economy. It is known that technology plays a defining role in creating opportunities but also risks on a global scale. The Great Decoupling, a study on the US and in the focus of Brynjolfsson and McAfee (2013), suggests that wages do not grow in union with productivity as it used to. To understand better this phenomenon, an adapted model of the Great Decoupling will be applied the case of Germany and United Kingdom as Europe's strongest economies. The two means tests between the growth rates of each variable will be conducted and results discussed. [ABSTRACT FROM AUTHOR]

This article advances international comparative regulatory scholarship on the implementation of nudge-style risk rating systems that are used to empower the public to make 'right' choices for their health, safety or security and help shape regulatee behaviour. Little attention, however, has been paid to the policy question of the extent to which the international introduction of such approaches and the form that they take, is dependent on the institutional contexts of regulation in different countries. Drawing on 55 key informant interviews and extensive policy document analysis, we examine starkly contrasting attempts to introduce 'food hygiene barometers' in the UK and Germany, having been successfully introduced in the former, but abandoned in the latter. This outcome can partly be explained by the stronger sectoral organisation of food businesses and the number of policy veto points they can exploit in Germany compared to the UK. More significantly, however, the study identifies strong institutional contrasts between the two countries; both in the way they balance rights to consumer information, public health and economic activity as well as the extent to which ideas of consumer sovereignty can be instrumentalised for regulatory purposes. The article concludes by pointing to how the form, purposes or even the very possibility of nudge-style public policy interventions are likely to vary from country to country, depending on their fit with the conceits and character of nationally-specific regulatory philosophies, constitutional and legal norms, and juridical ideas about consumer sovereignty. [ABSTRACT FROM AUTHOR]

The article seeks to compare the protection of minority shareholders during delisting in Germany and the U.K.. Delisting refers to a publicly traded company leaving the stock market. In order to compare the protection afforded by the relevant legislator the article first seeks to give an overview of the interests touched upon by delisting, finding the main risk for minority shareholders is unlike often assumed not a loss of value but the loss of the share’s tradability. The article then compares the approach taken towards the problem and the instruments utilized by both legislators. Here the article finds that the German law represents a stricter and inflexible solution, while the British law grants the parties far reaching freedom. The article finds that German law in theory offers a higher level of protection. The article then considers the different shareholder structure in the U.K., concluding that in practice the difference in protection is not as stark as often assumed. As some gaps remain, and since due to their financial interests the freedom offered by British law is of little benefit to minority shareholders, the article concludes that regarding the protection of minority shareholders the German law is preferable. [ABSTRACT FROM AUTHOR]