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The teaching–research nexus (TRN) has assumed a prominent role in global higher education systems. However, the connection between the two domains has been subject to diverse interpretations within well-developed higher education systems. Little is known about translating TRN into policy and practice in diverse higher education spaces. In this regard, this article examines the recent trajectory and challenges associated with integrating research and teaching in Cambodia.

To analyse the current development of TRN and its associated challenges, this article consolidates two sets of data: recent research papers and government policy documents on TRN in the last 10 years or so.

The analysis shows that the connection between teaching and research appears to be patchy in practice, as evidenced in previous studies. The recent government policies and interventions, although potentially fostering progress in research activities, pose dilemmas regarding the orientation and feasibility of linking these two domains.

This article focuses on enhancing TRN in Cambodia, one of the developing higher education contexts, thereby offering insights into the strategies and concerns within such environments. Policymakers in similar higher education contexts might benefit from considering the concerns and solutions highlighted in this article.

Research on policies and strategies for strengthening TRN in developing higher education contexts remains limited in the literature. This article contributes to our collective knowledge of TRN by looking at Cambodia's contemporary reality and strategies.

This paper presents an historical reconstruction of the radicalisation of Alan Fox, the industrial sociologist and a detailed analysis of his early historical and sociological writing in the classical pluralist phase.

An intellectual history, including detailed discussion of key Fox texts, supported by interviews with Fox and other Biographical sources.

Fox’s radicalisation was incomplete, as he carried over from his industrial relations (IR) pluralist mentors, Allan Flanders and Hugh Clegg, a suspicion of political Marxism, a sense of historical contingency and an awareness of the fragmented nature of industrial conflict.

Recent academic attention has centred on Fox’s later radical pluralism with its “structural” approach to the employment relationship. This paper revisits his early, neglected classical pluralist writing. It also illuminates his transition from institutional IR to a broader sociology of work, influenced by AH Halsey, John Goldthorpe and others and the complex nature of his radicalisation.

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.

Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.

The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.

This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

The aim of this paper, which analyses the use of sports celebrities in advertising discourse, is to understand the strategic use to which brands put them in their commercial and corporate communication on Instagram.

To this end, a content analysis was performed on the Instagram posts of the brands Santander, Movistar, Red Bull and Iberdrola during the period 2021-2022.

The results indicate that, strategically speaking, these brands use the celebrity endorsement strategy to pursue emotional objectives and to adopt a position depending on the type of user. Likewise, these findings show that they single out uniqueness as the principal celebrity characteristic, while also mainly leveraging sports values, especially competence. These values represented by sports celebrities are markedly social in nature, which implies that they enjoy a degree of public recognition that is transferred to the brand to which they lend their image.

The conclusions connect celebrity endorsers with strategic branding issues and aspects of sports.

An empirical approach is followed here to study the representation of sports celebrities in the advertising of well-known brands linked to the sports world.

This study aims to test the conceptual model of the factors of learning organization and explore the degree of mediation of organizational culture in the relationship between leadership styles, personal commitment, and learning organization in school education.

The learning organization profile (LOP) and OCTAPACE profile served to measure learning organization and organizational culture, respectively. The researchers developed scales to measure principals’ leadership styles and teachers’ personal commitment. Data included 750 school teachers.

This study found a good fit in the proposed conceptual model. The organizational culture had a significant mediating effect on the path of leadership styles and learning organization and a significant mediating effect on the path of personal commitment and learning organization.

To promote a more comprehensive learning culture, school principals should consider two specific organizational mechanisms: the intangible cultural components (such as corporate values, beliefs, and norms) and the tangible structural components (such as organizational structure and workflow systems). These two domains play a crucial role in creating a conducive learning environment.

This paper draws on two studies from a wider research program exploring the long-term graduate outcomes of Australia’s international development scholarships, the Australia Awards. The paper’s focus is on exploring how soft power can be identified through international scholarships and outlines conditions for success in achieving such outcomes.

This article discusses a mixed-methods sequential design that uses a quantitative online survey to identify themes to explore in a case study using a quantitative social networks approach.

The research identified two outcomes linked to the soft power of international scholarships, these are: (1) The value of existing connections – exposure and opportunity for scholarship recipients to build professional networks while in-country, influences the likelihood of alumni actioning these positive experiences by developing partnerships with host-country organisations after returning home; and (2) The value of alumni interconnectivity – the critical mass of peer-to-peer alumni relationships is a soft power asset that donors can harness to influence their international development and diplomacy objectives. Together, these findings also provide evidence that soft power attraction engendered in international scholarship participants can have longevity.

This article builds on early literature examining the effectiveness of international scholarships for developing countries in achieving soft power for scholarship donors. It provides a new view of these outcomes by looking at alumni networks individually and as a critical mass, to demonstrate how these contribute to achieving the diplomacy objectives of this type of state-sponsored student mobility program.

This study analysed students’ perceptions of teachers’ behaviours, teachers’ management practices and the use of inputs by teachers and whether these are associated with primary school progression and completion.

School-level fixed effect analysis is conducted using cross-sectional data collected from 4,000 randomly selected primary school-aged students and their schools.

Our findings reveal that students’ perceptions of teachers’ behaviours are associated with the probability of grade progression during primary school, and whether students complete primary school. Particularly important are positive behaviours, like students perceiving their teachers to be engaged and being praised by their teachers while in primary schools. It increased the likelihood of school progression by at least 15%. The use of inputs such as worksheets/written handouts and reading stories/books in the language of instruction were also found to have a statistically significant positive effect on students’ primary school performance. These are important results which hold after accounting for school management, household and child-level factors and regional differences.

Our findings provide a deeper understanding of the teaching practices which pupils perceive as beneficial to retention. While we are unable to conclude that learning is taking place, our contention is that greater time in school could increase the opportunity to learn. In this respect, beyond its policy relevance in improving educational outcomes, the paper contributes to the limited literature on the student–teacher classroom relationships particularly when looking from the perspective of students’ perception of their teachers’ teaching behaviours in developing countries.

Gender disparity is a global phenomenon where females outnumber male participants. It has been observed that males are the early leaver from higher education, thus reflecting a severe concern about social instability. Malaysia is a prominent example where females outnumber males in higher education. In this context, this paper aims to examine the effect of individual, social and financial factors on the higher education self-efficacy of male and female students. It develops a comprehensive understanding of gender-based decision factors in pursuing higher education.

The hypothesis was formed based on a comprehensive literature review following the hypothetico-deductive positivist approach. These hypotheses were tested based on a sample of 250 respondents. A multiple regression analysis was deployed to test the relationship between the dependent variable and its predictors.

The results suggest that male and female students’ self-efficacy depends on five determinants, i.e. family influence, peer influence, career expectancy outcome, gender roles and institutional factors. Male students tend to be influenced more by these five determinants than females. Additionally, male students with better financial backgrounds are more likely to have higher self-efficacy, whereas gender roles negatively affect male and female students’ self-efficacy for higher education.

The breakout of COVID-19 resulted in the selection of limited students in Malaysia. Due to restricted movement orders, it was impossible to reach out to the students for data collection. Future research could include a broader area to include multiple other regions of Malaysia. For a broader aspect, the study could be conducted in other areas/countries where the problem of less male participation exists.

The relationship between higher education self-efficacy is assessed with social, financial and institutional factors for male and female students. It will enable the stakeholders and policymakers to make better decisions in increasing the self-efficacy of students to attain equity in higher education institutions.

The finding of this paper will assist in increasing male participation in higher education institutions to avoid any social instability.

This paper contributes to the literature in understanding the causes of gender gap reversal, focusing on Malaysian higher education institutions. It also provides empirical evidence to look at potential factors that affect the higher education self-efficacy of male and female students.