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Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

In this paper we analyze the semantic and pragmatic properties of a colloquial interrogative construction attested in European Spanish, which we label invariable "qué" questions (IQQs). In doing so, we contribute to the better understanding of a relatively understudied phenomenon in Spanish, given that IQQs have been mainly approached from a purely syntactic standpoint. We claim that evidentiality and irony play a crucial role in the understanding of IQQs. Because of their special interpretative functions, as well as the fact that they do not appear to have a clear correlate in other languages, we believe IQQs pose a challenge to the second language student, which is why we further offer a step-by-step proposal to introduce IQQs in the Spanish as a second language class.

An emergent literature has shown that some students overcome adversities related to their low Socio-Economic Status (SES) by attaining high academic achievement. One of the aims of this literature is to identify the factors that explain the capacity of students from low SES backgrounds to attain high academic achievement. However, upon reviewing this literature, I observed that few studies have comparatively investigated the associations between the capacity of students from low SES backgrounds to attain high achievement in reading and school climate characteristics. Additionally, I found that not many studies have researched whether student SES moderates these associations. This paper contributes to fill these two gaps by estimating associations between high achievement in reading and school climate characteristics. Moreover, it examines whether student SES moderates these associations. To do this, this research estimated logit and heterogeneous choice models using representative samples of students from Argentina, Brazil, Chile, Colombia, and Uruguay who participated in the 2018 Programme for International Student Assessment (PISA). The results show that high achievement in reading is positively correlated to certain teaching practices, such as perceived teacher enthusiasm during the instruction and adapting instruction to students' needs. Conversely, it is negatively correlated to teacher feedback and teacher-directed instruction. Furthermore, the findings indicate that high achievement in reading is negatively correlated to the scarcity and low quality of educational material. Interestingly, the results show that student SES does not moderate these associations. In conclusion, these findings indicate that interventions targeting these areas of school climate may help to increase students' probability of attaining high achievement in reading, regardless of their SES. Likewise, these results suggest that if these interventions are focused in low SES schools, they may contribute to bridge the gap in reading skills between students from low and middle or high socioeconomic backgrounds. [ABSTRACT FROM AUTHOR]

AbstractHousing cooperatives are being reconsidered in many countries worldwide as potentially relevant actors in the provision of affordable housing. This is also the case in Latin America, characterised by neo-liberal housing policies that have led to an increasing financialization of housing and marginalisation of the poor. Uruguay is an exception, with housing cooperatives playing a key role in the provision of affordable housing. For over two decades its Federation of Mutual Aid Housing Cooperatives (FUCVAM) has been advocating and actively supporting the establishment of cooperative housing in the region. In this paper, we examine the opportunities and challenges of housing cooperatives to penetrate in Colombia and El Salvador’s housing systems, two countries historically characterised by neo-liberal housing regimes. Based on empirical research in Uruguay, Colombia, and El Salvador, we will analyse the socioeconomic, political, and institutional factors that enable or constrain the emergence of housing cooperatives and their sustainability over time. [ABSTRACT FROM AUTHOR]