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The purpose of this study is to examine characteristics of retracted publications from Indian authors and inspect a relationship between journal impact factor (JIF) and the number of authors (NoA).

The authors examined the general characteristics of retracted publications and investigated the correlation between JIF and NoA from Indian authors from January 1, 2017, to December 31, 2022. Data were mined from retraction watch http://retractiondatabase.org/ (n = 1,459) and determined the year of publication, year of retraction, authors, journals, publishers and causes of the retractions. A journal citation report was extracted to gather the JIFs.

About one-third of retracted papers were published in 2020; 2022 has the highest retraction rate (723); studies with two authors represent about one-third (476) of the published articles; Journal of Ambient Intelligence and Humanized Computing (354) has the highest number of retractions; Springer published the most retracted papers (674); and the majority of the journal (1,133) is indexed in journal citation reports, with impact factor extending from 0.504 to 43.474. Retraction due to legal reasons/legal threats was the most predominant reason for retraction.

This study reflects growth in author collaborations with a surge in the JIF. This study recommends that quick retraction is essential to reduce the adverse effects of faulty research.

This article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure.

Our analysis focused on two distinct groups of students, one at the beginning of their academic journey and the other nearing its completion, to explore whether perceptions of competency development were equitable across genders. Utilizing multivariate descriptive statistical analysis, we were able to substantiate the existence of a gender gap in the perceived development of competencies.

While both male and female students showed improvement in their self-perceived competencies, the results indicate that women outperformed their male counterparts in the area of complex thinking and its associated sub-competencies by the conclusion of their degree programs.

The evidence suggests that there is a gender gap in the educational process for this group of students, highlighting the urgent need to minimise disparities in the perception between male and female business students about their competencies.

This article presents findings that pave the way for future research aimed at exploring strategies to narrow the gap in perceived competency achievement throughout the educational journey in business studies, considering how the environment and cultural elements can be determining factors in how students perceive their abilities and skills.