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Foreign initial public offerings (IPOs) typically face capital market liability of foreignness (CMLOF) caused by factors such as institutional distance. Firms must overcome CMLOF by utilizing their resources, such as chief executive officer (CEO) human capital, to compete successfully in the global marketplace. Using signaling and human capital theories, this study examines how institutional distance and CEO human capital impact foreign IPO performance.

We analyzed 318 foreign IPO firms from 43 different countries listed on ten stock exchanges using pooled hierarchical OLS regression.

We found that the CEO’s general international experience, foreign education, and international experience in the host country are negatively related to IPO performance. Also, host country-specific experience was more negatively related to IPO performance than general international experience. The CEO’s functional background moderated the relationship between a CEO's international experience and IPO performance.

The study contributes to the top management team and IPO research by demonstrating that previous findings on the role of CEO human capital on firm outcomes cannot be generalized to the foreign IPO context. The intriguing results raise critical questions regarding a CEO’s impact on foreign IPO performance, underscoring the need for further research.

Coda (2023), Gray et al. (2016), and Lin et al. (2020) recognized that queer teachers have historically been victimized and marginalized in society because of their identity and sexuality. As a result, “the lived experiences of many queer-identified teachers in schools remain problematic, uncomfortable, and tension-filled” (Mayo, 2020, p. 32). Although there has been a substantial increase in research focused on queer studies in the context of higher education, more discussion and studies that center on the lives of queer teachers, especially in the context of language teaching, should be considered, particularly when it comes to their identity and agency. This chapter provides an introduction to and definition of essential terms that are utilized throughout the book. These include queer pedagogy, teacher agency, and social justice. These terms are absolutely important when it comes to understanding the dynamics that are at play in the classrooms of queer language teachers. While teacher agency is the ability of the teachers to make decisions in their classroom, social justice is the principle of fairness and equality in resource allocation and societal integration, addressing inequity in systems that prioritize certain social groups based on their position (Bell, 2007). It recognizes and dismantles societal disadvantages like racism, classism, sexism, ableism, and heteronormativity (Dyches & Boyd, 2017). In education, social justice aims to help individuals understand oppression and socialization within oppressive systems, appreciating unique qualities and preferences and challenging hierarchies (Bell, 2007; Dyches & Boyd, 2017).

How do citizens who live in municipalities that are in ‘news deserts’ find out about what is happening where they live? Developed in the United States and investigated in Brazil and the United Kingdom, the concept of ‘news deserts’ has aroused the curiosity of scholars and agents involved in the development of public policies in Europe, with the mapping of such areas being the target of a European Commission Call for Proposals to support local media in news-poor communities. The phenomenon of news deserts results from a systemic and wide-ranging crisis that journalism as a whole is facing, with profound effects on the local media. A ‘news desert’ is defined as a community without a local newspaper and also a community whose inhabitants face significantly reduced access to news that feeds the foundation of local democracy. One of the first mappings carried out in Europe, the News Deserts Europe 2022: Portugal Report, revealed that 25.3% of Portugal's municipalities did not have media outlets based in the municipality about which they produced contents, a phenomenon linked to more isolated communities with lower economic activity and smaller. But people somehow obtain information in these news deserts. Studies show that much of the local information in those regions is accessed through social media, such as Facebook pages and groups, which can be sources of disinformation and manipulation. When there is no media covering local affairs, communities are left without a point of reference.

Drawing on panarchy theory and adaptive cycles, this study aims to investigate the role of reorganisation capabilities on firms’ supply chain resilience. The conceptual model underpinned by panarchy theory is tested in the agrifood supply chains disrupted by a geopolitical crisis and faced with material shortage. The study considers circularity as a core reorganisational capability and measures its interplay with two other capabilities: new product development and resource reconfiguration capabilities to achieve supply chain resilience.

A quantitative research design is followed to test the relationships between circularity capabilities, resource reconfiguration capabilities, new product development capabilities and supply chain resilience. A cross-sectional survey is applied to a sample drawn from food manufacturers who are dependent on wheat and sunflower oil as raw material and who are faced with material shortages in the aftermath of a geopolitical crisis. Measurement models and hypotheses are tested with the partial least squared structural equation modelling (PLS-SEM) based on 324 responses.

The results show that new product development and resource reconfiguration capabilities fully mediate the relationship between circularity capabilities and supply chain resilience. In other words, the food producers achieved supply chain resilience in response to agrifood supply chain disruption when they mobilised circularity capabilities in combination with new product development and resource reconfiguration capabilities.

The findings suggest that producers in the agrifood industry and even those in other industries need to develop circularity capabilities in combination with new product development and resource reconfiguration capabilities to tackle supply chain disruptions. In a world that is challenged by geopolitical and climate-related crises, this means leveraging 3R practices as well as resource substitution and reconfiguration in new product development processes.

The study explores the release and reorganisation phases of adaptive cycles in a panarchy by analysing the interplay between different capabilities for building supply chain resilience in response to disruptions challenging supply chains from higher levels of the panarchy. The results extend the theoretical debate between circularity and supply chain resilience to an empirical setting and suggest the introduction of new variables to this relationship.

In this paper, the dynamical properties and analytic solutions of the coupled Drinfel’d–Sokolov–Wilson equation with a conformal derivative are studied by the complete discrimination system for the polynomial method. Not only are the Hamiltonian and topological properties of this equation are presented, but also all exact traveling wave solutions are found.

The complete discrimination system for the polynomial method serves as the cornerstone of the analytical approach, facilitating both the analysis of dynamic properties and the derivation of exact solutions for the equation under study.

The study shows that by adjusting specific parameters, various classified solutions such as rational function solutions, solitary wave solutions and periodic function solutions can be realized in practical applications. Furthermore, numerical analysis shows that the introduction of different external perturbation terms in the coupled Drinfel’d–Sokolov–Wilson equations with conformal derivative can confirm the presence of chaotic behaviors.

The coupled Drinfel’d–Sokolov–Wilson equation is analyzed qualitatively and quantitatively using the same method. Firstly, the dynamical system is analyzed qualitatively using a third-order discriminant system to predict the type of solutions. Then, use a fourth-order discriminant system to solve the exact solutions and maintain parameter consistency. This method ensures that the results of qualitative and quantitative analysis are achieved under the same set of parameters, thereby improving the coherence and reliability of the research.

Employability is an established research theme in Western literature; however, in developing economies, the concept remains unclear and underresearched. This study addresses this lacuna by exploring how Sri Lankan higher education (HE) administrators conceptualise employability and which capitals they perceive as needing development to achieve employability.

The research utilised semi-structured interviews with an expert panel responsible for leading the development of the employment agenda within Sri Lankan HE. The purposive sample included four Sri Lankan vice chancellors (VCs), representing leadership at 27% of the country’s publicly funded universities and the HE funding commission. The qualitative data collected were thematically analysed to identify how employability was conceptualised and the perceived employability skills and capitals required.

The findings demonstrated that employability was conceptualised as requiring transferable skills and job-specific occupational skills. This view of employability represents a narrow definition with an emphasis on skill development rather than longer-term capability building. The results show the applicability of Bourdieu’s (1986) capitals in the Sri Lankan HE context, with cultural and social capital and proficiency in the English language critical to meeting employability objectives.

This research addresses the shortage of research about the concept and requirements of employability in developing countries. Most employability studies have drawn on samples from students, lecturers and employers, whilst this study considers the phenomenon from the perspectives of strategic administrators in HE who guide the employability agenda in practice. These insights are important in informing policymakers to calibrate a more balanced approach by incorporating employability into the Sri Lankan HE curriculum and sector strategy.