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This study aims to systematically assess and map the evolution, themes and trends within Islamic marketing research, with a focus on identifying areas of high growth potential and guiding future research directions.

Using a bibliometric analysis and advanced structured topic modeling (STM) techniques, this research analyzes Islamic marketing studies published between 2000 and 2024. The comprehensive database search, centered on Scopus-listed publications, provides a macroscopic view of the field’s development over the past two decades.

This study reveals significant insights into the field of Islamic marketing, including the identification of key research themes, the growth in literature and geographical hotspots of scholarly activity. Emerging trends suggest a growing focus on consumer behavior, brand loyalty, Halal certification and ethical marketing practices.

This research is limited by its reliance on the Scopus database for source materials, and by focusing primarily on English-language publications. These constraints may have excluded relevant research in other languages or published in nonindexed formats.

This study offers valuable insights for marketers, businesses and policymakers aiming to engage the Islamic market. Understanding the dynamics of Islamic marketing can help in developing strategies that align with Muslim consumers’ values and preferences.

This research contributes to the Islamic marketing literature by using bibliometric analysis and STM, offering a unique, comprehensive overview of the field’s evolution, trends and future directions. It underscores the importance and growth of Islamic marketing as an independent academic discipline.

Contrasting the Madisonian model of democracy with Westminster style arrangements, this chapter examines how American political scientists and policymakers expressed second thoughts about the constitutional settlement of 1787 and looked towards the British political system for possible reforms to their own. In particular, it details the arguments offered by Thomas Finletter, James MacGregor Burns, and others, from the 1940s through to the early 1960s that the United States might adopt certain features of the Westminster model. The chapter analyzes their proposals and the – essentially negative – reception that they received. It concludes by addressing the failure of these proposals and the endurance of fragmented government within the United States.

This paper aims to analyze the influences of context and methodological differences in how universities confront, report and manage carbon neutrality in selected Andean universities, contrasted with a university in the USA.

A sequential, mixed-methods design, using quantitative and qualitative approaches was applied. The data analysis is based on a systematic literature review with bibliometric analysis to identify how carbon neutrality in universities is understood and applied. Informed by the quantitative analysis, the qualitative phase compared the assessment methodologies, opportunities and obstacles in three Andean universities – EAFIT in Colombia, EPN in Ecuador and the UC in Chile – contrasted with MIT (USA) for comparative purposes beyond the region.

The bibliometric analysis points to the evolution of carbon management and carbon neutrality in universities and indicates how universities have applied methodologies and defined opportunities and obstacles. In this comparative experience, the contextual issues are brought to the fore. The conclusions highlight the importance of context in carbon neutrality assessment and argue against crude comparative metrics. While carbon assessment protocols provide data on which actions may be taken, the phase of carbon management development and the specifics of context – based on local institutional, geographical, climatic, cultural, socioeconomic and national policy conditions – are far more relevant for identifying actions.

This study only considered four universities, and the findings are not generalizable. The argument highlights the point that contextual factors generate important differences that may complicate simple comparisons based on the university's type or size. It also highlights the differences in the carbon calculation methodologies used by the institutions.

Results build on the recent publications that document the Latin American context. The article contributes to knowledge about Andean university commitments and actions relating to climate change and carbon neutrality. This knowledge can contribute to how universities in the region seek to apply different methodologies, set targets and the timing of actions and consider their contextual opportunities and obstacles.

Comparing university carbon footprints and carbon neutrality plans is an emerging topic, presenting methodological and institutional difficulties. This paper reveals some of these difficulties by comparing parameters, actions and implementation processes against contextual factors. While there is a drive for international and national comparisons and systematization of data on university carbon performance, significant methodological gaps still need to be resolved to account for these contextual factors.

Learning analytics are often used as proxies for student engagement. More qualitative data on how post-secondary students engage with course elements are needed to guide the design, development and deployment of learning analytics information, particularly in the use of nudge techniques.

In the context of a graduate-level quantitative course within a public health core curriculum, the following research questions were explored: What do students cite as their motivations when making decisions about whether, when or how to engage with course content and learning supports? and What are student reactions to visual prompts designed to activate these motivations? This qualitative study included two phases of interviews: (1) in-depth interviews with screen sharing as students interacted with the learning management system and (2) in-depth interviews as students reviewed pairs of visual prompts that could potentially be used as behavioral nudges.

The study found that student motivations when making decisions about course content and learning supports principally fell into three categories: learning, doing and performing and that all participants attributed their visual prompt preferences to personal motivations or self-perceptions as learners.

We acknowledge the limitations for external validity and generalizability of the findings in this study. The goal of this formative design research was not to assess the relationship between study habits and motivations and learning outcomes; rather, it was to provide insight to researchers and practitioners seeking to develop, test or employ nudges based on learner study habits. We also acknowledge the small sample size for Phase 2. The aim of Phase 2 was not to identify emergent themes through content analysis but to explore student reactions to nudges mapped to the Damgaard and Nielsen (2018) typology as part of investigating its salience in applications informed by Phase 1 learner study habits.

Insights from this study could not only be used to design engagement-focused interventions to be applied in education but also in sectors such as training or organizational development. Educators could incorporate the study’s findings to create more engaging learning environments or curricula, fostering active participation and improved learning outcomes and inform policies in education, public programs or workforce development by encouraging evidence-based engagement practices.

The motivation categories that emerged here – learning, doing and performing – are consistent with studies delving into motivational constructs in education like expectancy value theory, self-regulation and achievement orientation (Ames and Archer, 1988; Pintrich and De Groot, 1990; Wigfield, 1994) and can be leveraged to design interventions that increase engagement, which has been shown in previous work to be lower than hoped (Garbers et al., 2022) to support student educational outcomes.

The United States experienced its own damaging attempt at secession between 1861 and 1865, and one would expect the US Government to condemn all secession attempts at home and abroad. This paper examines four cases of secession in sub-Saharan Africa and the US policy toward those independence movements: Katanga, Biafra, Eritrea, and South Sudan. The finding is that the American Government's policy toward fragmentation in other countries has surprisingly not been characterized by a condemnation of the secessionist movements. The US response has most often been tacit support or reluctant opposition to nascent independence movements, which always stopped short of full diplomatic recognition prior to 1991. Anticommunism also played a role in US foreign policy decisions regarding secession abroad during the Cold War but did not lead in any case examined to open political or military intervention.

The purpose of this study is to discuss the way future workplaces may operate and how careers will be developed under possible extreme scenarios.

We propose a thought-provoking conceptual discussion of the challenges for people’s careers under such scenarios.

We identified four such possible extreme scenarios and elaborated on the theoretical knowledge regarding the essence of each scenario. We discussed their impact on future workplaces in general and on careers in particular. These are (1) highly developed artificial intelligence and other cyber entities; (2) massive immigration due to wars, refugees and other forces; (3) widescale de-globalization; and (4) major global recession.

Employing the career ecosystem and sustainability theories, we identify possible outcomes and implications for theory as well as practice of managing careers under these extreme scenarios. This offers a novel perspective for individuals, organizations and policymakers at national and global levels.

The purpose of the study is to investigate the relationship between the big five personality traits and personal financial planning (PFP) by focusing on the mediating role of mental accounting among Indian service sector employees.

The present study used a data set comprising 649 valid responses obtained through the structured questionnaire that was specifically disseminated to employees working in the Indian service sector. Further, the study used a quantitative approach, partial least squares structural equation modeling, to examine the hypothesized relationship.

The study’s outcomes reveal that mental accounting completely mediates the relationship between conscientiousness and PFP. In addition, extraversion and neuroticism traits have directly influenced the PFP, but in the presence of mental accounting, these traits have partially influenced the PFP. Furthermore, the results suggest that agreeableness directly affects PFP, whereas openness does not demonstrate any significant influence.

The existing literature within the field of PFP has primarily focused on exploring various variables associated with mental accounting, such as monetary and time costs, mental budgeting process and tax liabilities. However, it has overlooked the potential mediating effect of mental accounting. This study bridges this gap by investigating the impact of mental accounting as a mediator in the relationship between personality traits and PFP. Moreover, recently, the Indian economy has undergone major overhauls especially due to enactment of Goods and Services Tax and the profound impact of COVID-19, leading to changes in financial behavior of individuals. Therefore, this study endeavors to shed light on the emerging dynamics within the PFP domain, particularly within the context of the newly accustomed economic circumstances in India.