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The purpose of this paper is to provide a scene-setting viewpoint that critically examines various diversity, equity and inclusion (DEI) blind spots within the field of international business (IB). These include issues such as social justice, intersectionality, de-colonization, the co-creation of inclusive research practices in indigenous spaces, social dialogue and the gap between DEI rhetoric and reality. An additional aim of the viewpoint is also to contextualise the discussion of DEI blind spots in terms of the six papers which make up the first part of a two-part special issue on DEI in IB".

The authors build on existing DEI overview works and comment on specific DEI blind spots. The authors also discuss the role of positionality as critical reflexive scholarship practice, which they see as an essential step in problematizing structural inequalities. The authors then discuss six specific areas where DEI blindspots persist within the IB literature and link their discussion to the six papers included in the first part of their DEI special issue.

Addressing the contradictions between the business and social justice cases for DEI requires addressing the ontological contradictions between the two perspectives through problematizing structural inequalities. A key contribution of the paper is also the discussion around positionality in DEI research and the relevance of positionality statements as part of critical reflexive scholarship in support of a socially just DEI research agenda.

The authors discuss the role DEI research plays and can play within the evolution of the IB discipline. The authors apply a critical management studies perspective to pervasive DEI issues, as well as engage with the topics in the special issue through a unique critical reflexive epistemology which includes their own positionality statements as guest editors and researchers. Their critical discussion and recommendations for future research serve as a kind of whetstone to sharpen IB’s DEI research tools and in turn for IB to help sharpen DEI research’s tools, supporting it to become more socially just.

The conventional teaching methods in higher education institutions often seem unsuccessful in meeting diverse learning needs of learners, leading to suboptimal instructional outcomes. In Pakistani context, where teaching methods and educational infrastructure still need improvement, there is dire need to examine the impact of technology-supported personalized learning (TSPL) on dimensions of instructional quality (IQ) such as cognitive activation (CA), supportive climate (SC) and classroom management (CM) in higher education institutions.

This study used quantitative method specifically correlational research design in which data was collected from 290 undergraduates enrolled in one of the universities of Sindh, Pakistan. The questionnaire comprised 27 items including 12 items focusing descriptive statistics and 15 items addressing inferential statistics. The respondents marked on five-point Likert scale and data was analyzed through SPSS software version 27.0 by conducting Pearson’s correlation test to determine the relationship between TSPL and IQ.

The study concluded that there is strong positive relationship between TSPL and the three dimensions of IQ. Specifically, TSPL was found to be correlational with CA (r = 0.85), SC (r = 0.78) and CM (r = 0.80). It indicates that TSPL has major role in enhancing CA, SC and CM contributing to improvement in IQ. Moreover, the results indicate that learners who engage in TSPL experiences depict higher level of engagement, better academic performance and enhanced collaborative learning environment. It suggests that TSPL not only improves learners’ cognitive processes but also fosters a supportive and well-managed learning environment that is crucial for improvement in IQ.

The results of the study emphasize the significance of integrating TSPL in higher education institutions to enhance IQ. Among practical implications, investment in technological infrastructure, professional learning of teachers and active participation of stakeholders in planning and implementation of TSPL are major steps to maximize its benefits. Furthermore, this study serves as an empirical evidence for multi-dimensional benefits of TSPL in a context-specific learning environment. Mainly, it highlights the contextual adaptation of TSPL that can help policymakers and educators in improving educational outcomes.

This study adds empirical evidence to the existing literature related to the impact of TSPL on IQ in HEIs. It further indicates the multi-dimensional benefits of TSPL and provides practical suggestions for educators and policy makers to improve educational outcomes. It provides an original addition in the form of context-specific study that may be applicable to similar contexts.

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.

This study aims to investigate the evolution of employability research within higher education from 2014 to 2024, using the career capital framework to provide a multifaceted perspective on employability.

The data set, comprising 468 documents from 1,170 authors, was analyzed using VOSviewer and the Bibliometric package in R, which enabled the visualization of bibliometric networks and the identification of significant research trends and influential publications.

Key findings emphasize the critical role of higher education in developing employability and the impact of various forms of graduate capital. The study reveals a shift from a narrow focus on job attainment to a broader perspective that includes long-term career sustainability and adaptability.

Future research should explore contextual factors and develop holistic employability models. Interdisciplinary approaches and policy-informing studies are also recommended to enhance graduate employability in a dynamic global labor market. This research contributes to a deeper understanding of employability, supporting the development of effective strategies for preparing individuals for successful and adaptable careers.

This study integrates the component of graduate capital with employability, providing a more sophisticated comprehension of employability that surpasses conventional measurements. Having this viewpoint is crucial for higher education institutions to provide graduates with the necessary skills for long-term professional success and flexibility in a continuously changing job market. Furthermore, it provides valuable insights for the creation of educational programs and career services that can effectively equip students with the necessary skills and knowledge to navigate the intricacies of the contemporary labor market.

This paper explores the profound philosophical and conceptual foundations that underpin comparative international education research, particularly concerning the evolving roles of universities and colleges that transcend mere skills training or human capital development in contemporary times. Universities and colleges have predominantly focused on measuring their success through criteria such as research excellence and their ability to adapt to the ever-evolving demands of the job market. It is imperative to recognize that the diversity of postsecondary institutions is not only providers of human capital with curriculum shaped by labor market needs; rather, they should be recognized as institutions dedicated to human development, community anchors, the promotion of the public good, democratic education, the cultivation of civil society, and global citizenship. Relying on an extensive review of selected literature pertaining to the mission, goals, aims, and roles of the postsecondary sector in three regions (East Asia, Germanic Europe, and North America), this paper considers the question, “How do different approaches and traditions in different social contexts contribute to our understanding of the civic roles of postsecondary education institutions in shaping future global citizens, transcending the confines of national boundaries?” Throughout the paper, the unique contexts and traditions of these regions are meticulously examined alongside thematic discussions, culminating in comprehensive analyses on what factors are considered as the civic roles of institutions and what challenges are there for them to realize their goals.

Consumers nowadays are no longer bystanders in the process of production but are proactive collaborators with the power to co-create value with brands. This study aims to explore the impact of social commerce on the co-creation process of brand value in a social commerce setting.

A questionnaire survey was conducted online to gather 300 eligible responses. The data were empirically validated using the partial least squares structural equation modelling (PLS-SEM) method.

The results indicated that brand engagement (BEN) is vital to brand co-creation (BCC) in social commerce, which could be driven by social-hedonic value (SHV) and social information sharing (SIS).

This study stresses the influence of consumer autonomy in the process of BCC by probing the role of SIS. Moreover, by considering the prevailing trend in social media, this study offers a nuanced perspective on the values of social commerce from the viewpoint of SHV.

This study may serve as a useful guide for practitioners to improve their digital outreach strategy on social commerce to forge stronger relationships, encourage further engagements and promote value co-creation within their brand community.

This examines the effect of relationship quality (RQU) and BEN on BCC through a relational viewpoint.

This study seeks to establish a new framework for categorizing incivility, differentiating between explicit and implicit forms, and to investigate their respective abilities to proliferate and mobilize conversations, along with behavioral outcomes in various social contexts.

Employing computational techniques, this research analyzed 10,145 protest-related threads from the HK Golden Forum, a prominent online discussion board in Hong Kong.

Our analysis revealed divergent effects of explicit and implicit incivility on their diffusion, influences on deliberative discussions, and user participation. Explicit incivility was found to impede deliberative conversations, while implicit incivility tended to provoke more responses. Explicit uncivil expressions encouraged the propagation of incivility but reduced the likelihood of individual involvement. In contrast, implicit incivility had a stronger dampening effect on further uncivil comments and achieved greater thread popularity. The results showed strong associations between uncivil expressions and the contextual norms surrounding social movements.

Theoretically, this research introduced a classification of incivility and underscored the importance of differentiating between implicit and explicit incivility by examining their effects on deliberation and engagement. Although previous studies have extensively covered explicit incivility, this study goes further by analyzing implicit incivility and comparing both forms of uncivil discourse in a less-studied context. Methodologically, the study developed a Cantonese dictionary to differentiate between two types of incivility, providing a practical reference for more nuanced analyses. By revealing how varying movement norms moderate the interplay between deliberative and uncivil expressions, the study drew attention to the highly situational nature of incivility.

This study explores whether ethnic minorities exhibit varying levels of income inequality compared to the host population.

The research leverages a unique immigration event in Italy, specifically the settlement of multiple Albanian groups in southern Italy during the 16th century. This historical occurrence enables an investigation into the role of cultural traits in income inequality, as these groups are situated in the same geographical region and often share borders.

The results, which remain consistent after undergoing various robustness checks, indicate that Albanian villages, while still preserving their identity and tradition, tend to experience an approximately 2% lower level of income concentration compared to similar Italian municipalities.

Our findings aim to provide supporting evidence for future policy considerations regarding the long-term impact of immigration on income inequality.

This chapter explores the transformative potential of integrating Artificial Intelligence (AI) with virtual reality (VR) in developing adaptive learning and development (L&D) programmes. Traditional L&D methodologies are increasingly inadequate in the face of rapidly changing business environments. AI and VR technologies offer unprecedented opportunities to personalise learning experiences, enhance engagement and improve outcomes. This chapter provides a comprehensive overview of current trends, applications, challenges and future directions of AI and VR in L&D. Key findings emphasise the role of these technologies in fostering continuous learning cultures, addressing individual learner needs and enhancing organisational effectiveness. Practical insights and case studies are included to guide HR professionals in leveraging AI and VR for innovative and effective L&D programmes.

The concept of ‘intelligence’ used to differ between human and machines, until the disruption of artificial intelligence (AI). The field of AI is advancing far more rapidly than the establishment of rules and regulations, which is causing certain fear. However, slowing down this progression to avoid economic crisis is not an option because of open-source AI, which facilitates faster development processes and collective contributions to codes and algorithms. Public policies, such as the ‘European Union AI Act (EU AI)’, ‘Whitehouse AI’, and the G7's ‘Hiroshima Artificial Intelligence Process’ (HAP), are already drafted. Regulators need to adopt a dynamic approach given AI's rapid advancement, and they need to eventually strive for international harmonisation in their rules and regulations for better collaborations. The EU's AI Act is the ‘world's first comprehensive law’ and it focuses on five main pillars similar to other countries drafts: ensuring AI usage is safe, transparent, traceable, non-discriminatory and environmentally friendly. They portray four risk categories against which citizens can file complaints: (1) Unacceptable risk (2) High risk (3) Generative AI (4) Limited risk. The US AI policies include ‘The Blueprint for an AI Bill of Rights: Making Automated Systems Work for the American People’ and the ‘Executive Order on Safe, Secure, and Trustworthy Artificial Intelligence’. This conceptual study extensively reviews the concept of AI and compares pioneering draft laws while providing recommendations on ethics and responsible AI. The contribution of this study is that it sheds light on the evolving evolution of AI and the challenges posed by the rapid advancement of AI technology, emphasising the necessity for flexible and adaptive regulatory frameworks. This is the first paper to explore AI from the academic and political perspective.