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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.

This paper contends that data generated by research on supervision are often taken as authentic data. Through an examination of studies that use audio/visual recordings to investigate supervision, the paper both promotes and problematises the recording of supervision meetings as a useful technique for doctoral supervision research. This paper aims to encourage a critical evaluation of methodological choices in research on supervision, and both promotes and problematises the practice of recording supervision meetings to enhance nuance in research on supervision practices.

This paper reviews how prior studies have adopted different research methods to construct the space of supervision, and how the chosen methods have been justified. The paper draws on data from an empirical study which included interviews with supervisors in China, based on recordings of their supervision meetings.

Presenting a single case with one participant to explore the recording and interview process in detail, this study demonstrates how hearing the supervision meeting can present a multi-faceted picture of supervision practice. This multi-faceted picture underpins the alternative understanding of authentic data that this study unpacks.

Drawing on the tradition of poststructuralist critiques of traditional research methodology, this study is presented as a methodological paper, with a core aim of interrogating and problematising methodological decisions taken in studies of doctoral supervision. This study reviews research methods that were used in prior studies on supervision, investigating how the chosen methods were justified and how these methods affect the resultant construction of supervision.

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.

This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research.

This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education.

Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly “integrated STEM” means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers.

This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a systhsis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented.

This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5.

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.

Drawing on the Job Demands-Resources (JD-R) theory, the primary goal of this study is to conceptualise and empirically validate a theoretical framework that explains the process by which digital job resources influence the innovative work behaviour of technological professionals. Specifically, this study aims to examine the impact of digital job resources, especially digital training, and digital communication, on employee digital engagement. Furthermore, it investigates the influence of digital engagement on digital leadership and the effect of digital leadership on innovative work behaviour. Lastly, the study examines whether digital engagement and digital leadership serially mediate the relationship between digital job resources and innovative work behaviour.

Data were collected from full-time technological professionals using multiple sampling techniques. A total of 307 samples were utilised for the final data analysis. Partial Least Squares Structural Equation Modelling (PLS-SEM), employing SmartPLS 4.0, was used to test the study hypotheses.

The findings of this study emphasize that digital engagement and digital leadership are pivotal in mediating the impact of digital communication on technological professionals' innovative work behaviour. Specifically, our results show that digital communication significantly shapes the digital engagement of these professionals. Digital engagement, in turn, positively influences digital leadership, which then fosters technological professionals’ innovative work behaviour. Notably, both digital engagement and digital leadership serve as mechanisms that link digital communication and innovative work behaviour. Contrary to our initial expectations, the study finds that digital training neither directly affects digital engagement nor has an indirect effect on innovative work behaviour.

The present study is distinct in offering a theoretical framework outlining the steps through which digital resources influence technological professionals' digital engagement, digital leadership capabilities, and their innovative work behaviour. Prior studies have predominantly focused on antecedents of innovative work behaviour, with an emphasis on individual characteristics and organisational environmental factors. There is limited research exploring how, or even if, digital job resources – such as digital training and digital communication – affect employees’ innovative work behaviour. Additionally, the examination of the interrelationship between digital engagement and digital leadership is notably lacking in existing literature. Much of the research has instead probed the converse relationship: how leadership styles impact employees' engagement. Lastly, this research is among the pioneering efforts to consider the serial mediating role of digital engagement and digital leadership between digital job resources and innovative work behaviour, a topic that remains underrepresented in academic discourse. This study addresses these gaps.

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.