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The non-traditional influences of Foreign Direct Investment (FDI) are increasingly gaining attention in international business studies; however, the empirical evidence of these influences is still scant. Using human capital theory within the context of the national competitive framework, the study reported in this paper considers the progress towards achieving Quality education as a likely influence of FDI inflows in Sub-Saharan Africa (SSA). The paper employs a panel data research design and conducts fixed effects estimations. The analysis categorizes FDI flows into global FDI, FDI from developed countries, and FDI from developing countries to SSA. Thus, the paper is centred around three research questions: (1) How does progress toward quality education influence global FDI inflows? (2) How does progress towards quality education influence FDI inflows from developed and (3) from developing countries? The analysis mainly utilizes a bespoke dataset from the United Nations Conference on Trade and Development (UNCTAD) and data from trustworthy databases such as UNCTADSTAT and the World Development Indicators (WDI). The results support the claim of the increasing importance of non-traditional influences of FDI flow. Quality Education significantly influenced FDI inflows from the globe and developing countries to SSA. This research provides further evidence that the national competitive framework can thoroughly explain the factors that have different significant powers in influencing FDI flows to SSA from developed and developing countries. The study is highly policy-relevant because it examines the effects of the degree of attainment of specific UN Sustainable Development Goals (quality education) on inward FDI performance. It, therefore, shows the benefits of SSA countries investing in the SDGs for the policy goal of attracting more considerable amounts of inward FDI. [ABSTRACT FROM AUTHOR]

This paper reflects on research methodological considerations of how legitimacy of publicly funded universities occurs. From an ecocritical ontological perspective the paper uses a metaphor and sense-making techniques to shed light into effective modalities universities use to connect with local economies. The Milky way Galactic ecosystem metaphor is used not only to make sense of the ecocritical ontological stance taken to make sense of legitimacy but is used as a metaphor to make sense of the findings. The paper asserts that the legitimacy theoretical lens is particularly appropriate to probe universities' legitimacy and connectedness to the local communities they are embedded in. The rationale behind this assertion is that legitimacy is only conferred to the extent the actions of an entity are perceived as desirable, efficient, proper, or appropriate by the ecosystem stakeholders. The theory is thus useful for examining connectedness of publicly funded universities to its local community. The paper argues that the university system that is delinked from local economic development is like a Milky way Galaxy delinked from its Galactic ecosystem. Against this backdrop, the paper juxtaposes Mondragon University, located in a rural part of Northern Spain with two South African universities embedded in poverty stricken rural South Africa. Mondragon University is presented as a hallmark of success when it comes to local community legitimacy. The paper is centered around the following question: (1) how does university legitimacy yield impactful local community outcomes? Using the Milky way Galaxy metaphor, the findings show a considerable variety in local community connectedness depending on bureaucratic arrangements of the universities. The findings also showed that alternative income sources, outside the public purse, just like the gravitational force in the galactic ecosystem, is the key force that determines legitimacy in a university setting. The paper contributes to business research methods by fusing metaphorical as well as sense-making research techniques to bring to sharp focus permeability of the university space to enable local economic development. [ABSTRACT FROM AUTHOR]

The objective of this paper is to present a conceptual integration of critical reflexivity and leadership archetype theory to capture the traits and characteristics of leaders leading in extreme contexts. Casting a historiometric glance at wars, battles and conflicts led by women warriors alongside their men in Africa during the trans-Atlantic trade period in the 15th to the 19th century, this paper argues that there is no context where leadership qualities are more discernible and pivotal than in extreme contexts. The paper offers the dance metaphor and archetypes as a theoretical bridge and a tool to problematise leadership performance in extreme contexts. Dance as an operative metaphor makes visible the invisible virtuosity of a leader. The paper builds an argument that dance mobilises a visual expression of mental, emotional, spiritual and physical reflexivity. Epistemically, the paper take a stance that the warrior mystique archetypical energy of an effective leader is relative, and is imprinted in a leader's "inner theatre" within cultural contexts facilitated by reflexivity capabilities. The paper concludes by demonstrating the contingent and fluid nature of leadership in extreme contexts, and how its practices enable the development of a special kind of nimbleness, agility, kinetic, intuitive, visual, mystique warrior leadership capabilities, required to lead influentially and impactfully in transformative and liberating ways. [ABSTRACT FROM AUTHOR]