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In this paper, we investigate how highly ranked business schools construct their legitimacy claims by analysing their online organisational communication. We argue that in the case of higher education institutions in general, and business schools in particular, the discursive formation of these legitimacy claims is strongly connected to the future. Consequently, we utilise corpus-based discourse analysis of highly ranked business schools' website communication by focusing on sentences containing the expression 'future'. At first, we analysed the future-related language use to reveal the general future picture in the corpus. Furthermore, by combining qualitative and quantitative textual data, we identified six typical agency frames (i.e. preparing, shaping, adjusting, exploring, personal future, responsibility) about the future. By examining the co-occurrence of these frames, we were able to identify different discursive strategies. As we connected our findings to general societal phenomena we could interpret why and how business schools utilise these discursive strategies to (re)create and maintain their legitimacy.

In this paper, we investigate how highly ranked business schools construct their legitimacy claims by analysing their online organisational communication. We argue that in the case of higher education institutions in general, and business schools in particular, the discursive formation of these legitimacy claims is strongly connected to the future. Consequently, we utilise corpus-based discourse analysis of highly ranked business schools' website communication by focusing on sentences containing the expression 'future'. At first, we analysed the future-related language use to reveal the general future picture in the corpus. Furthermore, by combining qualitative and quantitative textual data, we identified six typical agency frames (i.e. preparing, shaping, adjusting, exploring, personal future, responsibility) about the future. By examining the co-occurrence of these frames, we were able to identify different discursive strategies. As we connected our findings to general societal phenomena we could interpret why and how business schools utilise these discursive strategies to (re)create and maintain their legitimacy., Author(s): Zsuzsanna Géring [sup.1] , Réka Tamássy [sup.1] [sup.2] , Gábor Király [sup.1] , Márton Rakovics [sup.1] [sup.3] Author Affiliations: (1) grid.445651.7, 0000 0000 8765 6846, Future of Higher Education [...]

Recent years have brought dramatic changes in the social and economic world. This shows that futures are both unpredictable and uncertain, as well as important points of reference. This is also true for business schools. Therefore, this paper aims to understand how business schools construct the term future and what they claim to do about it in terms of their agency. Our findings are based on discourse analysis of the external communication of 100 business schools globally. Through the examination we identified 6 agency frames, namely (a) preparing, (b) shaping, (c) responsibility, (d) exploring, (e) personal futures, (f) adapting. [ABSTRACT FROM AUTHOR]

This paper explores the impacts of adolescents' screen time, learning outcomes and parental performance in relation to different mediation strategies. These issues are addressed through the analysis of a representative survey carried out with 1000 families in Hungary in 2017. Within this research, 12–16‐year‐old teenagers and their parents were asked about their experiences and perceptions of mediation. Four main parental strategies can be identified: balancing mediation, restriction, permission and ad hoc mediation. The significance of parental performance in the analyses indicates that parental mediation forms part of the contemporary parenting skillset and correlates with perceptions of children's screen time and subjective quality of parenting. [ABSTRACT FROM AUTHOR]

This paper provides insights into the information behaviour of European farmers, foresters, and advisors in the context of the ongoing digital transformation. Data collection and analysis for this study were carried out as part of a substantial innovation project to create a new online knowledge platform, called EU FarmBook, for primary sector practitioners. Besides informing the design and development of this user-centred platform, this study also provides useful inputs to better understand the perceived information needs, preferences, and information behaviour of primary sector practitioners, which is an underexplored area of Agricultural Knowledge and Innovation Systems (AKIS) in Europe. This paper presents and draws on 40 semi-structured interviews conducted with farmers, foresters, and advisors from 20 different countries. The results reveal some of the major ways in which the rapid advancements in digital information and communication technologies have affected farmers, foresters, and advisors. The problem-solving strategies of primary sector practitioners now rely largely on online resources. Searches for photos and videos have become a particularly integral activity that reflects their practice-oriented and solve-it-yourself attitudes. This has implications for agricultural extension services, which must be prepared for the challenges and changes that the digital revolution will bring to extension work. [ABSTRACT FROM AUTHOR]

This paper discusses how leading innovative universities and their master's programmes reflect rapidly changing social-economic technological trends. The increasing focus on the STEM subjects, the changing profile of business and MBA programmes, and the ratio of interdisciplinarity provide insights into the development of future-oriented higher education. In the scope of this study, 2,708 master's programmes were surveyed globally based on their online representation, and 1,750 training programmes from this list were analysed in terms of employability rankings. According to our findings, Western Europe offers the largest number of master's programmes. STEM studies are overrepresented at the top innovative universities, and interdisciplinary studies account for fifteen percent of the programmes. Additionally, business studies with interdisciplinary programmes were identified in a higher proportion as compared to business only studies. The findings signal the labour market's preferences toward future-oriented, personalised and responsive knowledge. The present study contributes to future education through a global analysis, and supports the strategy creation of higher education institutions (HEIs). Therefore, this article is especially informative to representatives, policy makers or researchers at future-oriented HEIs. [ABSTRACT FROM AUTHOR]

Recently, several expectations have been raised towards higher education institutions (HEIs). These expectations are about the roles HEIs should play and responsibilities they should have in society. This article focuses on three different responses. The first section touches upon the organisational template of the entrepreneurial university concerning the economic role of HEIs. Secondly, issues of teaching and present HEIs' attempts to respond to the expectations in relation to human value creation are discussed. Thirdly, social engagement and open science is investigated as a response to the question of societal value creation. Finally, in connection with these topics, the article touches upon the possible consequences of organisational homogeneity and heterogeneity to HE in general. [ABSTRACT FROM AUTHOR]