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Problem and goal. This article, based on the analysis of domestic and foreign experience, reveals the need to study the feasibility and possibility of dividing foreign students into regional clusters for the subsequent differentiation of methods and teaching materials within the framework of the development of approaches to the informatization of cross-border education. Methodology. A series of ascertaining experiments was carried out with students of the specialty Economics from Zambia, Mongolia, Kazakhstan, Uzbekistan and other countries, aimed at identifying differences in educational motivation, reflection and other characteristics of cross-border students. A model of approaches to informatization of cross-border education based on cluster differentiation is proposed. Results. A system of clusters was proposed, the expediency of introducing the described complex of criteria and factors, illustrated by the example of highlighting previous educational experience as one of the significant criteria for cluster regional differentiation of students, was substantiated. Conclusion. Students from different countries have different motivation, experience and perception of information, in many respects this is facilitated by school education. There is a need to find a balance between co-operative and differentiated education of cross-border students. Cluster differentiation of cross-border students is advisable for the subsequent use of information technologies in the framework of ensuring the variability of methodological systems of teaching individual disciplines at a university.

This article examines the dynamic mechanism of cultural appreciation and institutional governmentality to ensure successful quality control in a transnational higher education collaboration context. Adopting participatory action research and a case study approach, this paper investigates the quality control system in a Chinese tourism university. The present study finds that mutual cultural appreciation, responsible government guidance and institutional governmentality are essential quality control measures for transnational higher education cooperation. The quality control system is suggested to be established to enrich and improve the quality standards of joint international higher education collaboration. This study proposes to expand the international influence and recognition of China-foreign education collaboration through quality international exchange and cooperation. [ABSTRACT FROM AUTHOR]

Public policies for the population living on the streets in Brazil historically have been marked by the eugenic ideal of racial purity and by intersectional violence in public institutions, grounded in colonial practices. Connecting Black Women's Stories of Survival and Struggle: From São Paulo and Salvador to austin, Texas, Black women experiencing homeless must confront transnational forces of violence, discrimination, and erasure to forge a life on the streets Ferreira has researched racism in social work in Brazil and the African diaspora in the Americas, as well as how ideas of race and nation have shaped public policies. This comparative conversation emerges from our collective, direct and indirect academic discussions as Black feminist scholars concerned about Black women's experiences with homelessness in both Brazil and the United States. [Extracted from the article]

Drawing upon qualitative research conducted at Xiamen University (XMU) and its overseas campus, Xiamen University Malaysia (XMUM), this article provides an analysis of transnational education as a component of the soft infrastructure of China's Belt and Road Initiative (BRI). We examine XMUM within wider geopolitical and cultural diplomacy in Asia and as a transnational site in/through which new regional imaginaries, affinities and subjectivities are produced and contested. We highlight the role of historical and cultural affinity—as well as its omission/disruption—in giving shape to XMUM, the limited extent to which mainland Chinese students perform their role as cultural ambassadors, and the multiple imaginative post‐study geographies of international and local students that simultaneously centre and decentre China. In doing so, we contend that students' narratives/practices reinforce but also present alternatives to the imaginaries, affinities and subjectivities that Chinese transnational education institutes such as XMU and XMUM seek to produce through the vehicle of the BRI. [ABSTRACT FROM AUTHOR]

This article presents a transnational account of women's education in modern Morocco. While previous accounts of this history have relied on the colonial archive, this study also considers an assembled collection of Arabic sources reflecting Moroccan perspectives. These sources show that Moroccans advocated for specific changes to women's education, drawing on reforms taking place in Egypt and the Levant. Analyzing nationalist discourse about gender and education reveals a key distinction between colonial and nationalist approaches to women's education: a new understanding of happiness that was central to nationalist discourse and absent from colonial policy. This account centers Moroccans as historical actors and highlights the circulation of ideas and people across North Africa and within the Arabic-speaking world. In doing so, it emphasizes the need to look beyond the circuits that connected metropole and colony. This opens the possibility for a new periodization of modern gender norms in Morocco and offers a basis for a feminist critique of women's education in modern Morocco, transcending both colonial and national historiographical frameworks. [ABSTRACT FROM AUTHOR]

Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students' perceptions of the changes from predominantly face-to-face to blended mode. A student voice survey based on self-determination theory was administered to participating students (n = 1718) to assess their needs, satisfaction and frustration levels. All students found the online resources useful. Students who had experienced the previous delivery of education experienced higher levels of frustration. Conversely, students commencing after the changes had been implemented reported higher levels of satisfaction and lower frustration. Furthermore, mature-age students who attended evening classes perceived the blended approach more positively. [ABSTRACT FROM AUTHOR]

The international expansion of higher education has intensified in recent decades with a rapidly growing number of international branch campuses appearing on the scene. This study investigates the economic, cultural and institutional, and educational determinants of transnational higher education on both the extensive margin (number of international branch campuses), and the intensive margin (the total number of educational programmes offered). Using the gravity equation, we applied fixed-effect empirical methods to a panel dataset that combined and extended the raw data from campuses and master's programmes in 33 source countries and 76 host countries in the period from 1948 to 2016. Estimates reveal that although cultural, economic and institutional ties foster cross-border educational relationships, their effect differs significantly from one margin to another. The study highlights the relevance of globalisation, research activities, and aggregate demand in international higher education. [ABSTRACT FROM AUTHOR]

This article engages in the discussion on international organisations as global players. IOs appear as paradoxical arenas of regulatory co-operation. Although they have been perceived as influential, they operate with unequal resources and tend to be increasingly contested. While acknowledging their role in transnational policy framing, the article discusses the power of IOs critically. It stresses their dependence (on states and external funds) and analyses how these organisations attempt to remain relevant policy players. The case of the transnational governance of higher education as a secondary policy field sheds light on the relations between international and European organisations (Council of Europe, European Commission, OECD, UNESCO, the World Bank). In order to explain how IOs that face limited financial resources seek to maintain their position in transnational policymaking, the demonstration highlights the material, practical and ideational aspects of interorganisational coordination. The article is based on empirical research conducted in several countries: over 50 semi-structured qualitative interviews, archives of main IOs, and institutional documents. [ABSTRACT FROM AUTHOR]

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Our analysis focuses on evolving global capitalism's production of high-skilled temporary migrant labour through the technology of special economic zones. Drawing on debates in economic geography on zones as globalised spaces of production and interdisciplinary scholarship on economic transformation in the Arabian Peninsula, we interrogate a relatively new type of zone that agglomerates foreign higher education institutions: transnational education zones. We conceptualise these zones as a distinct form of exceptional space produced by aspirations for a knowledge-based economy. Transnational education zones provide financial benefits and legal exemptions to state territory for international higher education investors who operate offshore campuses. By conducting a situated empirical analysis of transnational education zones' logics and mechanisms in Dubai and Qatar, we show how these zones function as sites of circulation and containment that allow governments to harness globally circulating people and institutions for building a knowledge-based economy, while aiming to contain their social and political impact locally. While the underlying contradictions of simultaneous circulation and containment of knowledge and knowledge workers are modulated by the exceptional character of the zones, they cannot be fully resolved. In many ways, transnational education zones constitute a continuation of established strategies for economic development by exception that have been pursued by governments in the Gulf, which aim for global connectivity and rely heavily on controlling a temporary and contingent migrant workforce. [ABSTRACT FROM AUTHOR]

Purpose: This research reveals how a virtual exchange (VE) can foster transnational collaboration in higher education, assist students acquire key learning outcomes and raise awareness regarding the complexities affecting development policy and sustainability. The purpose of this paper is to address these issues. Design/methodology/approach: Overall 50 students from two universities in Spain and the United Kingdom, enrolled on two different degree courses (Global Studies and Marketing), cooperated in multidisciplinary teams to analyze real development policies and initiatives. The authors collected quantitative and qualitative data to assess the students' perceptions of the methodology. Findings: The students perceived the VE to be of great value, enriching their educational experience by having a positive effect on their overall learning and fostering internationalization. A high number of participants declared the teaching and learning methodology was useful to assist them in reaching crucial cognitive, skill-based and affective educational objectives, and to help them understand how development policy works while also raising awareness regarding real-world complexity. Practical implications: This methodology proved valuable in helping students acquire the set of skills expected from today's graduates in economics, political science and marketing. This active learning and pedagogical innovation component provides some interesting conclusions contributing toward widening the adoption of VEs in higher education contexts. Originality/value: The increasing complexity of the globalized world makes it challenging for higher education institutions to develop multidisciplinary approaches to education to foster sustainable development. The experience provided offered the students an online international experience at their home institutions. Consequently, the research elaborates on how VE can be applied in economics, business, management and political science courses to enrich learning experience by applying theory in a practical way. [ABSTRACT FROM AUTHOR]

This article aims to contribute to the growing academic debate on the transnational drivers and patterns of contemporary populism. As populist leaderships expand both politically and geographically, the very nature of the populist phenomenon is changing, as it is increasingly being projected on the international stage. Contemporary populist leaders show a growing willingness to transfer the discursive construction of a struggle between 'the people' and 'the elites' to the regional and global levels as a way of obtaining internal and external legitimation. In so doing, they exploit the symbiotic two-level game that links national and international (de-)legitimation dynamics, seeking to gain 'abroad' the kind of legitimacy that they cannot obtain 'at home'. This article suggests three mechanisms that explain the populist 'way out' from various legitimation traps based on the traditional distinctions between input, throughput, and output legitimacy. The article's argument is illustrated with reference to prototypical cases of populism in Europe, the Americas, the Middle East, and Southeast Asia. The incorporation of the literature on international legitimacy enhances our understanding of the strategic activation of populist attitudes through the transnational articulation of empty signifiers, the global diffusion of this phenomenon, and the possibilities for its contestation and mitigation. [ABSTRACT FROM AUTHOR]

To what extent are differently 'Europeanising' school forms programmatically geared towards building transnational solidarities, as their ethoses might suggest? This study draws on an analysis of discursive constructions of solidarity in the curricula for social studies and humanities at secondary level of two forms of schooling promoting a European ethos: the supranationally organised Schola Europaea and state-organised schools with a European profile in Germany (Europaschulen). I argue that solidarity is anchored in universalising ideals of humanitarianism, intercultural harmony, and political participation centred around the individual and her skills rather than a sense of a 'thick' pan-European community. The 'transnational' scale of solidarity manifests as interpersonal relationships beyond national affiliations, based on affective, religious, and ethical commitments to vulnerable others or on rational political action to ensure human and civil rights. Meanings and scales of solidarity are decoupled from the Europeanising ethos of the schools and from the different organisational logics in which they are embedded; instead, they reflect the disciplinary logics of the school subjects and curricular contexts where they are most often mobilised: religion, ethics, and politics. The paper ends with a discussion of these findings within broader debates on transnational solidarities and Europeanisation in education. [ABSTRACT FROM AUTHOR]

This article centres on female students' reasoning about their emotional (re)actions during the process of academic becoming. It builds on an ethnographical study of students' subjectivity processes at a jointly run Sino-Danish university in Beijing. The article draws on a theoretical framework called emotional reasoning, bridging Sara Ahmed's notion of emotionality and Thomas Popkewitz' rules of reasoning, to investigate the affective structuring of students' reasoning about academic identities in transnational education. The study elucidates how students' reasoning about their opportunities for academic transformation is connected to racialising hierarchies of gendered and aged emotional characteristics. These interlockings can be read as reflections of the unequal interlocking of power relations in a transnational educational space. The study illustrates that, within this space, the students gain differentiated affective opportunities to act, depending on whether their bodies are surfaced as white-young-female or Chinese-young-female. [ABSTRACT FROM AUTHOR]

Critical to the successful maintenance and survival of a transnational education partnership is the role of faculty. Our study documents the operational and social relationships between faculty teaching transnationally. Through interviews and observation, we find that informal communities of practice (CoP) spontaneously evolve, serving to improve faculty's teaching and learning practice while in situ. The key to CoP effectiveness is members' cultural intelligence and adoption of a reflective practice. These findings have significant implications for university internationalization practices. CoP should be nurtured and encouraged to develop organically in a transnational environment, and formally supported by university systems and processes. Furthermore, we recommend universities facilitate development of faculty cross-cultural capabilities. Our study contributes to international education and CoP literature through its rich and detailed portrayal of the development and operation of CoP, and mapped member participation, in a culturally distant situated learning environment. [ABSTRACT FROM AUTHOR]

This article is an autoethnographic performative account based on my story as a transnational adopted academic disabled scholar of color finding my own sense of personal and professional "home." The format was constructed based on my previous work of specific movie scenes and corresponding dialogue appearing throughout the text. The resulting piece showcases the journey and the struggles to find and to intentionally build my home in the academy using my complex identities as the foundation. [ABSTRACT FROM AUTHOR]

Immigrant youth accumulate expansive linguistic, cultural, and experiential knowledge through their border‐crossing experiences. These transnational funds of knowledge accompany immigrant youth as they enter various literacy development contexts, including community‐based heritage language (HL) schools. This ethnographic case study focuses on a 15‐year‐old Korean American female student and the ways she sustains her HL by maintaining her transnational connections. This study also highlights how the focal youth passes down her multilingual and transnational expertise to younger generations by fostering the children's HL literacy and teaching them culture through her transnational experiences. The study demonstrates the importance of recognizing immigrant youth's transnational experiences as curricular resources and creating opportunities for them to mentor and teach young children as youth‐educators. Additionally, this study shows that youth should be involved in designing culturally sustaining HL curriculum to help support the HL and literacy learning of children and youth from immigrant families. [ABSTRACT FROM AUTHOR]

Drawing on the case of Chinese wig businesses in Ghana, this article adopts a global production networks (GPN) approach to analyze family and gender dynamics in the transnational operation of wig production, trade, and entrepreneurship. Data for this study were collected through multi-sited ethnographic fieldwork in Ghana and Xuchang, China, between 2016 and 2019. This research shows that the 'economic upgrading' of the Xuchang-based wig businesses in the global production and value chain contributes to the 'social upgrading' of women's status. New modes of global retailing facilitated by Information and Communication Technologies (ICT) and burgeoning E-commerce platforms enable women to exert more influence on businesses and start independent entrepreneurial ventures. Women's affinity to fashion trends and the consumer base for wig products further gives them advantages of 'capturing the gain' in a buyer-driven retail business. As the wig businesses evolved from township-and-village enterprises to global players, collaboration and conflict in families manifest the contesting trends of contemporary family change in China: a tension between solidifying the importance of the family as a source of resources and the dissolution of traditional patriarchal norms in the course of 'individuation.' En s'appuyant sur le cas des entreprises de fabrication de perruques chinoises au Ghana, cet article adopte une approche de réseaux de production mondiaux pour analyser les dynamiques familiales et de genre dans l'opération transnationale de la production, du commerce et de l'entrepreneuriat des perruques. Pour cette étude, les données ont été collectées par le biais d'un travail de terrain ethnographique et multi-sites au Ghana et à Xuchang, en Chine, entre 2016 et 2019. Cette recherche montre que le « surclassement économique » des entreprises de fabrication de perruques basées à Xuchang dans la chaîne de production et de valeur mondiale contribue au « surclassement social » du statut des femmes. Les nouveaux modes de vente au détail à l'échelle mondiale, facilités par les technologies de l'information et de la communication (TIC) et les plateformes de commerce électronique en plein essor, permettent aux femmes d'exercer une plus forte influence sur les entreprises et de lancer des projets entrepreneuriaux indépendants. L'affinité des femmes avec les tendances de la mode et la base de consommateurs de produits ayant rapport avec les perruques leur donne en outre l'avantage de « saisir le gain » dans un commerce de détail axé sur les acheteurs. Parallèlement à l'évolution des entreprises fabricant des perruques, qui passaient du statut d'entreprises de townships et de villages à celui d'acteurs mondiaux, la collaboration et les conflits au sein des familles ont manifesté les tendances contradictoires de l'évolution contemporaine de la famille en Chine: une tension entre le renforcement de l'importance de la famille comme source de ressources et la dissolution des normes patriarcales traditionnelles au cours de « l'individuation ». [ABSTRACT FROM AUTHOR]

Background: This study investigated the relevance of the revised 2-factor study process questionnaire (R-SPQ-2F) for exploring medical students' approaches to learning in Qatar and identify how factors like gender, age, educational attainment, and prior experience with health care influence students' adoption of deep approaches to learning. Methods: The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a structural model contrasting deep and surface learning. Participants also completed a survey collecting demographic information. Results: Statistical analysis revealed significant differences in deep learning approaches across year levels for both men and women. Additionally, educational attainment played a significant role in students' approaches to learning. Conclusions: Based on structural equation modeling, this cross-verification study supports the R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These findings may help educational and program leaders in Qatar better understand medical students' learning approaches to enhance their pedagogical practices. [ABSTRACT FROM AUTHOR]

Based in Salvador, Bahia, Brazil, the project aims to unite the Black diaspora by helping marginalized groups in Brazil and the United States document, preserve, and share their stories through independent archives. Brazil in the Black Atlantic It is not simply the search for a utopian past, as Paul Gilroy theorized, that binds these Black Atlantic groups in the United States and Brazil. The community partnerships forged through the Atlantic Archives support the cultivation of leadership in marginalized and endangered communities by amplifying transnational movements for social justice. This is the goal of my project, the Atlantic Archives, a community of praxis grounded in transnational, community engaged research. [Extracted from the article]

This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a diagrammatic and archipelagic form of creative abstraction, which we present as a posthuman cartographic practice. To illustrate this practice, we focus on a specific international curriculum development project funded by the World Universities Network. [ABSTRACT FROM AUTHOR]

Aligning a transnational educational framework in an institution's strategic development policy is crucial for UK higher education institutions to remain competitive. Though academia has previously integrated internationalization into their strategic plans, the current saturated educational landscape has demanded a broader spectrum of activities to increase an institution's prestige, reputation, research capacity, and income diversification. Mounting expectations by institutional stakeholders compelled by increasing demands in emerging economies to reduce student outflows have intensified interest in creating international branch campuses. To persuade UK institutions to create additional branch campuses in China, the centralized government has aggressively promoted incentive programs by investing enormous capital in developing the necessary facilities; however, stifling regulations exist. The purpose of this article is to discuss how UK higher education institutions adapt their programs, practices, and policies of their international branch campuses in mainland China through a case study analysis of the University of Nottingham Ningbo and Xi'an Jiaotong-Liverpool University. By discussing the conditions and practices of existing UK institutions operating in China, perspective institutions can determine the suitability of potential expansion utilizing the international branch campus model. [ABSTRACT FROM AUTHOR]

Transnational education is education delivered to students in a country other than the country in which the awarding institution is based. While the outbreak of COVID-19 has significantly affected higher education, transnational education has exhibited its resilience against the pandemic, and has been continuously expanding in China. In parallel with the golden opportunities for the expansion of transnational education in China after the pandemic, a series of challenges resulting from the transnational context needs to be taken into due consideration, and to be properly addressed. In this paper, the opportunities and challenges for the post-COVID-19 development of transnational education in China are systematically discussed, based on the transnational education delivery at a Sino-Foreign cooperative university. Following our observations on opportunities and challenges, several suggestions are proposed, to address the potential challenges for the stable post-COVID-19 development of transnational education in China. [ABSTRACT FROM AUTHOR]

The aim of this paper is to find a dynamic framework of analysis of credit union movements by grouping credit unions into different category types. Within the heterogeneous reality of the worldwide credit union movement, the typology provides a clearer understanding of the dynamics of change and development. We use panel-ordered logistic regression to find the key covariates of influence when analyzing the original typology to add further explanation of the development of credit union movements. By using transnational research, we revisit each of the three categories of the original typology to re-evaluate and expand upon the relevance of this particular model. We also include the elements of economy, society, education, and culture in other countries in this research. Our findings suggest that the stage of development of the credit union movement depends on the variables of asset scale, financial crisis, legislative framework, economy, society, and culture of the country. In addition, they indicate that the penetration rate of the credit union movement depends on the asset scale, loan ratio, credit union growth, financial crisis, economy, society, education, and culture of the country. This lends support to the recognition of the diversity of the credit unions' development. [ABSTRACT FROM AUTHOR]

Transnational education and English medium instruction (EMI) has grown in Asia in response to rapid globalisation. As a result, Vietnam has invested in creating new model universities that partner with international institutions as a way to supply the demand for quality higher education. Yet, few studies examine the influence of EMI on student learning, particularly within the Vietnamese context. The purpose of this grounded theory study is to examine the influence of EMI on the learning experiences of students attending three transnational universities in Vietnam. Based on participants' experiences, a model was created that highlighted specific areas that affected student learning: speaking and writing English in classes, limitations of instructors speaking English, and the 'double barrier' of English language, and discipline-based concepts learning at transnational universities. Recommendations for practice include creating intentional out-of-class learning opportunities and promoting active learning strategies as ways to facilitate student learning at transnational universities who use EMI. [ABSTRACT FROM AUTHOR]

Organizational crossvergence is the identifying framework in this study of the emerging similarities between both educational systems and business systems in India and the United States. A sample of 237 international MBA graduates was examined relative to the education they received in a combined United States and India management program. They studied in both countries, and pursued careers in either country. We confirm that the applied value of advanced business education originating in India was enhanced, but not significantly surpassed, by the Western learning experience. The applicability of graduates' acquired skills was as relevant for employment in India as in American organizations. Implications for policymakers resulting from the findings highlight the clear justification of deepening management education collaboration amongst educators and employers in emergent and developed markets. [ABSTRACT FROM AUTHOR]

What started as an idea of two subject disciplines collaborating to support students practicing their English outside the classroom, a theatrical production of Henry V by Shakespeare, became a case study from which to draw pedagogical principles on teaching and learning within a Higher Education Sino-British Transnational Educational (TNE) Partnership. Research into TNE activities focuses mainly on issues such as strategy, quality assurance and competitive advantage, and there is less on the lived experiences of students and lecturers, pedagogical clashes that occur within TNE partnerships and on the methodological discussions that should take place in interdisciplinary research. Through our story of facilitating a production of Henry V, we interrogate pedagogical issues we found in teaching, methodological challenges in interdisciplinary research and ultimately put forward a 'response-able pedagogy' that enables different voices to be heard and different knowledges to be recognised in coexistence. [ABSTRACT FROM AUTHOR]

This qualitative study explores teaching and learning cultures in the context of a community-oriented pedagogical development process initiated during Finnish-Palestinian transnational cooperation. Research data include focus group interviews and texts produced during a pedagogical training program with Palestinian university instructors. The study examines teaching and learning cultures as constructed by discourses in and around the Palestinian university. A poststructuralist discourse analysis identified five discourses of teaching and learning: disciplinary differences, traditional and modern education, improving education, sociocultural and religious context, and political and economic circumstances. The study shows that teaching and learning cultures are dynamic and fragmented as they are constructed by the contrasting discourses. The findings suggest that pedagogical development initiatives need to provide spaces for discursive transformation, especially in the transnational context that introduces additional alternative discourses into the institutional cultural meaning-making. [ABSTRACT FROM AUTHOR]

Trust is essential for successful participatory policymaking in high-risk industries, such as nuclear energy and radioactive waste management. However, while efforts at building trust are omnipresent in policy practice, the downsides of excessive trust and the potential virtues of mistrust and distrust are poorly recognised by practitioners, and remain under-researched in social science scholarship. This special issue contributes to filling the research gap by presenting a unique collection of articles transnational, comparative and historical analysis of trust, mistrust, and distrust in empirical cases of past and present nuclear energy and radioactive waste management projects across Europe. This introduction presents a shared conceptual framework for the articles of the special issue, built on two distinctions: 1) the three key concepts of trust, mistrust, and distrust, and 2) the three dimensions – social, institutional, and ideological – that cut across those three key concepts. A number of tasks for future research are identified. These include more fine-grained and context-sensitive analysis that would help operationalise concepts such as prudent scepticism and mistrustful civic vigilance in real-world situations; better understanding of when constructive mistrust might turn into dysfunctional distrust; the dynamics of trust, mistrust, and distrust in non-democratic societies; and the interaction between interpersonal, institutional, and ideological dimensions of trust, mistrust, and distrust. Finally, more conceptual and empirical work is needed to integrate and operationalise the principle of mistrustful vigilance in existing social science research on techno-scientific promises and expectations, in an effort at developing new 'regimes of promise', better in tune with the current era of apocalyptic threats and ambiguous perceptions concerning the risks and blessings of techno-science. [ABSTRACT FROM AUTHOR]

Business education continues to be very popular among students across the globe, however, business schools have been criticised for not preparing 'work-ready' graduates. This paper investigates how business schools enhance organisational reputation, and in particular, how relatively younger and non-accredited business schools compete with longstanding business schools and those with established reputations. In so doing, the paper investigates the reputation drivers that are perceived to give business schools a competitive advantage. Semi-structured interviews were conducted with academics, experts and students. The results of this paper indicate that engagement with industry and the community is considered the key to achieving quality business programmes and to producing quality business graduates. In addition, we found that the two emerging themes of work placement (WP) and transnational education (TNE) programmes also contributed to quality business programmes but not without some risks. [ABSTRACT FROM AUTHOR]

This paper draws upon the experience of mainly women workers in the Bangladeshi apparel industry to explore whether deregulated bodies are the fundamental condition of work in the global production network (GPN). We organised the study during the first waves of Covid-19. To conceptualise how 'deregulated bodies' have been structured into the industry as the exchange condition of work, we draw on the work of transnational feminist and Marxist scholars. The study provides insights about how a gendered GPN emerged under the neoliberal development regime; the pattern of work and work conditions are innately linked to volatile market conditions. By documenting workers' lived experiences, the paper enhances our empirical understanding of how workers depend upon work, and how a form of expendable but regulated life linked with work has been embedded in GPN. Our findings reveal that unlike those of other human beings, workers' bodies do not need to be regulated by norms that enable protection from Covid-19. As for the workers, work implies earning for living and survival, so 'live or be left to die' becomes the fundamental employment condition, and the possibility of their death an overlooked consideration. This reality has not changed or been challenged, despite the existence of compliance regimes. We further argue that as scholars, we bear a responsibility to consider how we engage in research on the implications of such organisation practices in a global environment, when all of us are experiencing the pandemic. [ABSTRACT FROM AUTHOR]