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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.

The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.

While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

Within political philosophy and particularly in the work of Chantal Mouffe and Hannah Arendt, "agonism" has been described as representing the notion of being able to challenge and dissent in a productive way. However, little is known about how agonism is used in the educational literature, other than some applications relevant to democratic education. This paper considers the use of agonism in the educational literature drawing on the findings of a systematic scoping review exploring how it has been used in the context of education. Five databases were searched for literature published using agonism within the context of education to map the existing body of work in a systematic fashion, and to explore how agonism has been differently conceptualised and utilised by researchers in the field of education. The findings suggest that there have been a range of attempts to apply agonistic principles in different educational sub-fields (including, citizenship education, early years education, initial teacher training, arts education and international education), and different interpretations of such principles into education based on different philosophical underpinnings (dissociative and associative approaches). As agonism is mostly explored in a theoretical way, we also discuss the potential of abstract theoretical agonistic principles from different philosophical traditions to be translated into meaningful practical applications for education in order to inform curriculum development, infuse democratic principles into classroom practice, and help to negotiate deep-running tensions amongst key stakeholders in education.

Mixed findings characterize the literature on skills and economic distributions within and across countries. The Programme for the International Assessment of Adult Competencies (PIAAC) offers new, internationally comparable data on literacy, numeracy, and digital problem-solving skills that can be combined with wage information. This paper presents statistical analyses, aimed at quantifying the contributions of observable and unobservable contributors to earnings inequality. Substantial inequality is documented across countries and skill measures, thus reinforcing previous findings that skill, even by the broader definition used here, is only a partial explanation for differences in economic inequality across countries. The paper concludes with future research possibilities that can further understandings of inequality dynamics within and across nations. [The original version of this paper was commissioned by American Institutes for Research (AIR), funded through a contract with the National Center for Education Statistics (NCES).]

iTunes U has become the main worldwide provider of educational podcasts but, despite its popularity, little is known about the type of user who downloads iTunes U language resources, or how those resources are used. This paper presents the results of the first major survey (1891 responses) of users of one of the most successful iTunes U content providers in terms of downloads. It presents a profile of the iTunes U language learner, their listening habits, and their opinion of the resources they download. Comparisons are drawn between language learners and learners of other subjects. The results show that in contrast with profiles of learners in other contexts--such as virtual learning environment-delivered podcasts, identified in previous research (mostly carried out with young university students who download podcasts for instrumental reasons)--iTunes U language learners are different. Respondents in this study are mostly middle-aged and employed, and they download resources for personal interest. Users have a high opinion of the quality of the materials, and they believe the materials help them to learn. The results also show that users listen to language podcasts on mobile devices, in sharp contrast with previous research. Finally, the paper discusses implications for further research.

Purpose: The purpose of this paper is to discuss the globalization of Business Schools and present different strategies, issues and perspectives on how and why business schools are going global. The paper explores various models for globalization, contrasts and integrates them, and then presents an approach to globalization that is within the reach of these smaller and less endowed schools. Design/methodology/approach: This paper reviews relevant literature and an analysis of exchange programs amongst the world's leading business schools. Different aspects of the globalization of management education are discussed including internationalizing the curriculum, globalizing research agendas, and the impact of globalized competition. Findings: A framework has been developed that can be employed by business schools--especially in emerging economies--to internationalize themselves through their education and research programs. Recommendations are made for how business schools with limited resources can meet the challenge of offering the internationally-oriented education experience increasingly demanded by employers and students alike. Research limitations/implications: Limitations to this paper result from the use of "Financial Times" top 100 ranked business schools. Aside from weaknesses inherent the rankings methodology, the choice of these business schools excluded hundreds of high quality business schools around the world--many of which are internationally recognized for quality. Furthermore, the methodology of the scanning of web sites of schools for types of collaboration agreements across borders might not give the full picture of agreements betweens schools. Originality/value: Although a considerable amount has been written about the globalization imperative facing business schools (with many illustrations of what could be considered best practice), there is a significant lack of information when it comes to the articulation of strategies and implementation challenges facing smaller and less well endowed business schools that want to globalize. (Contains 19 notes, 1 table and 3 figures.)

Based on a study of 1689 high school teachers across 132 high schools in 12 countries, this paper discusses their views on spirituality for high school adolescents. In general, they favoured spirituality for adolescents and its inclusion in the curriculum. Specifically teachers from European countries, US, Canada and Australia attested the relational consciousness aspect of spirituality, which enabled adolescents to form and preserve meaningful social relationships and build their altruistic potential. Log regression analysis showed that spiritual assessment of adolescents was perceived as comprehending their spiritual starting point, specifically by those from European countries, US, Canada and Australia. Further, they perceived spirituality as an integral part of the moral science and value education curriculum, with the main curricular objective as cultivating adolescents' spiritual sensibilities and mindfulness. The study provides the nuances of such as curriculum on spirituality in the high schools in terms of knowledge, skills and attitude components.

Five years after the global financial crisis, and trillions of dollars in stimulus spending later, the crisis not only remains unresolved, but risks entering a new deeper phase in southern Europe. The global turbulence, although experienced with differing degrees of intensity and dislocation around the world, manifests as high unemployment, industrial slow-down, extensive austerity measures and a range of health and financial pressures passed on to working and unemployed people. One response by governments has been a renewed emphasis on "skill" as a means to work through the crisis and reposition the national economy for a post-crisis world. This paper questions this emphasis suggesting that if skill is the answer then the wrong question is being asked. The concept of "fixes" is used to examine changes in production and work, before discussing the limitations of organized labour's response to the crisis.