Search results

The main objective of this paper is to assess how the degree of regulation that a company has to comply with affects its profitability. There is great variation within the internet value chain in the profitability of different players. The paper aims to analyse a large sample of companies that are leaders in different internet‐based businesses (network operators, search engines and other ASP, software, electronic retailing, content delivery networks, device manufacturers …). The paper's hypothesis is that regulation plays an important role in the profitability of a company and therefore also in how the market values them.

The methodology used to check the authors' hypothesis includes the following steps: identify leaders in the internet space; identify their core asset and group them according to it; calculate their profitability across a series of dimensions, with focus on return on fixed assets (ROFA); assess the degree of regulation of each group; and assess the statistical relationship between regulation and profitability and look for significant results.

The paper analyses the degree of regulation of the core asset of these companies and finds that is statistically related to their profitability. Companies with core assets free from regulation yield much higher profits on their investments than those with core assets curtailed by regulation.

This finding can cast light on some policy proposals under debate (net neutrality, access regulation, privacy …), especially how they can increase or decrease the current imbalance in the relative profitability of companies and the internet balance of payments and power between the European Union and the USA.

Higher education institutions (HEIs) are critical in the sustainability agenda, not only as catalysts for promoting sustainability practices but also because their activities have substantial social, economic and environmental impacts. Yet there is limited research that examines their sustainability performance. This paper aims to investigate the factors that are associated with sustainability performance in HEIs. Specifically, drawing from the stakeholder theory and exploiting Ullmann’s (1985) conceptual framework, this study examines the association between sustainability performance and stakeholder power, strategic posture and financial slack resources.

The authors draw the sample from the People & Planet University Green League Table for the period 2011–2019 and use the generalised estimating equations for the modelling approach.

This study finds that stakeholder power, in particular, funding grant income, tuition fee income and student and staff numbers, are positively associated with sustainability performance. In relation to strategic posture, this study finds that sustainability performance is negatively associated with governing body independence and gender diversity, and positively associated with internal structures. Finally, regarding financial slack resources, this study finds that surplus income (staff costs) is positively (negatively) associated with sustainability performance.

To the best of the authors’ knowledge, this research contributes to several existing literature focusing on the not-for-profit sector by documenting, for the first time, the role of stakeholder power, strategic posture and slack financial resources on sustainability performance.

The paper includes relevant implications for HEI managers and regulators for promoting sustainability.

These results contribute to the literature on the factors influencing sustainability performance.

It is common to identify democracy with a form of organization of national states and to study democratization primarily at the national level. But in the early twenty-first century, questions are being raised about a variety of geographic scales, from transnational and global processes to sites much smaller than national states. We describe here a program of research into the relationship of local struggles for democracy and national processes in Spain over an extended period of time. Apart from its well-known democratic transition beginning in the mid-1970s Spain has not garnered much attention from students of democratization and within Spain rural Andalusia has not seemed in the forefront of democratization at any time. We are assembling data on local social movements and local political life for two contrasting small Andalusian towns and their surrounding countryside. Preliminary results suggest that these apparently unlikely places have been sites of significant movements for democracy and that there is much to learn about the history of democracy generally from the study of such sites. We describe here the kinds of data we have been assembling and present a few preliminary results.

Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change.

The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years.

The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities.

As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

The purpose of this paper is to validate the self-perceived employability (SPE) scale (Rothwell et al., 2008) and explore its relationship with sociodemographic variables in Spain. The SPE is an employability scale designed to examine undergraduates’ expectations and self-perceptions of employability. The SPE includes internal and external dimensions of employability and has been satisfactorily tested in a variety of contexts.

The sample comprised 1,502 Spanish undergraduate students from a broad range of subject areas. Confirmatory factor analyses and exploratory factor analyses were conducted. Finally, the Spanish-self-perceived employability (S-SPE) was studied in relation to a set of demographic variables.

The results revealed similar findings to those reported by Rothwell et al. (2008), namely, four factors labeled: the external labor market’s demand for people in my subject field, my confidence in my skills and abilities, the status and credibility of my field of study and my engagement with my studies and academic performance. The external and internal employability dimensions were obtained by forcing a two-factor solution. Men scored higher than women in the S-SPE; science students scored higher than arts and humanities undergraduates and students with higher perceived income levels scored higher than those with lower perceived income levels.

The S-SPE can be used with Spanish speaking university students (Spanish being the second most widely spoken language in the world) and allows cross-cultural comparisons of undergraduates’ SPE. The S-SPE may help guide the development of social policies and programs designed to enhance employability. It can be used with undergraduates as a diagnostic instrument in career counseling, and as a self-assessment instrument which will enable undergraduates to acquire a greater degree of self-knowledge in relation to their employability.