Готові списки джерел за темами / Academic returnee

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Добірка наукової літератури з теми "Academic returnee"

Автор: Grafiati

Опубліковано: 2 вересня 2024

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Статті в журналах з теми "Academic returnee"

Li, Feng, and Li Tang. "When international mobility meets local connections: Evidence from China." Science and Public Policy 46, no. 4 (February 25, 2019): 518–29. http://dx.doi.org/10.1093/scipol/scz004.

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Abstract Transnational academic mobility has long been championed as positive and worthy of supporting. Yet, little attention has been paid to its joint impact with local connections on the career advancement of established scholars. Utilizing novel curriculum vitae data of 1447 Chang Jiang Scholars, we examine the relationship between academic mobility and the speed of obtaining prestigious academic titles. Our results suggest that local connections accelerate the career development of Chinese scholars, while international academic mobility has a negligible effect or even slows down the speed of late-phase career advancement. Returnee scholars tend to obtain national academic titles within a longer time period compared with their local counterparts. This penalty of international academic mobility also holds for returnees with only overseas PhD training experience and international research visits. Local scientists are more likely than their returnee peers with equivalent ties to have a quicker career trajectory. Policy implications are also discussed.

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Miao, Weishan, Bin Ai, and Xinyu Liao. "International Engagement or Local Commitment? Investigating the Publication Practices of Chinese Returnee Scholars in the Humanities and Social Sciences." Journal of Scholarly Publishing 53, no. 4 (October 1, 2022): 249–70. http://dx.doi.org/10.3138/jsp-2022-0014.

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A growing number of PhD scholars graduated from Western universities are returning to China, and this raises a range of research topics for scholars. Previous studies of these returnee scholars have mainly focused on the challenges of publishing in English but have ignored their difficulties in choosing between international and/or local academic communities. Academic publishing is regarded as a social practice in this study. Based on the data collected from 102 Chinese returnee scholars in the humanities and social sciences and drawing on the concept of discourse community, it is found that these volunteers’ publication practices are shaped by the culturally specific academic norms established in particular academic communities. This study highlights the differences between international and local discourse communities and identifies factors influencing Chinese returnee scholars’ publication practices. The ways in which they seek to exercise agency and strategies for publishing in the international and local academic communities are considered. The complexity of these returnee scholars’ publication practices is revealed through their lived experiences, adding depth and detail to current research into returnee scholars across the globe.

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Li, Albert W. "Bilingual returnee scholars’ identity in academic writing." Journal of Second Language Writing 64 (June 2024): 101112. http://dx.doi.org/10.1016/j.jslw.2024.101112.

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Zhang, Bowen, Jenna Mittelmeier, Sylvie Lomer, and Miguel Lim. "Mismatched expectations of internationalisation: Lived experiences of Chinese returnee academics in an international joint university." International Journal of Chinese Education 11, no. 3 (September 2022): 2212585X2211392. http://dx.doi.org/10.1177/2212585x221139298.

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This study examines the lived experiences of Chinese academic returnee staff working in a joint venture university in China. Through in-depth interviews with 11 Chinese returnees, we explore their expectations and experiences working in an internationalised university environment following an international degree overseas. Using Bourdieu’s concepts of field and habitus as an analytic lens, the findings identify the ways that returnees imagine or expect internationalised habitus and field in the unique design of joint venture universities. Yet, through participant reflection on policies towards 100% English Medium Instruction (EMI) and internationalised curricula, we identified experienced tensions between the institution’s aim to internationalise the campus and its perceived effectiveness in implementation. Many returnees spoke of Sino-foreign institutions as a substitute for the field of Western academia, and reported challenges with implementing EMI policies that caused them to rely more on their Chinese than their international experiences which ran counter to their expectations. This analysis adds nuances to the inter-relationship between field and habitus by analysing the reasons for mismatched expectations and the way individuals engage with their own habitus in response. This article concludes by outlining implications for transnational higher education in China and other host countries.

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Lim, Miguel, Rui He, and Choen Yin Chan. "Engagement with China from inside and out: Kindness and academic dialogue." International Journal of Chinese Education 12, no. 1 (January 2022): 2212585X2211476. http://dx.doi.org/10.1177/2212585x221147604.

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This special collection draws upon themes discussed at the annual China and Higher Education conference series started at the University of Manchester. One recurring theme concerns the experiences of academics in Chinese institutions, particularly international and returnee academics in China and the related recruitment and management policies. The articles in this issue all relate to this theme, as well as wider processes of cooperation between China and ‘external’ partners or ‘outsiders’. In this light we also propose more attention to the notion of ‘kindness’ to describe both the theory and practice of these engagements.

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Antonio Lim, Miguel, Rui He, and Choen Yin Chan. "Engagement With China From Inside and Out: Kindness and Academic Dialogue." International Journal of Chinese Education 11, no. 3 (September 2022): 2212585X2211498. http://dx.doi.org/10.1177/2212585x221149816.

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Liu, Jin, Wenjing Lyu, Jiaxu Shi, and Wanrong Liu. "The overseas background of Chinese returnee energy scientists." PLOS ONE 18, no. 11 (November 28, 2023): e0290959. http://dx.doi.org/10.1371/journal.pone.0290959.

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In an attempt to uncover the international affiliations impacting the Chinese energy sector, this study applies the method of Curriculum Vitae Analysis (CV Analysis) to explore the overseas background of Chinese returnee energy scientists. The investigation focuses on a representative group of scientists hailing from China’s distinguished "985" project research universities. From the available online CVs, we gathered data and identified the United States, Japan, and the United Kingdom as the primary host countries that facilitate the growth and learning of these energy scientists. We also noted a concurrent surge in scientists return to China after acquiring academic and professional experience in prestigious global universities. This study thereby illuminates the evolving patterns of Chinese energy scientists’ global mobility and return migration.

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Lei, Ling, and Shibao Guo. "Conceptualizing virtual transnational diaspora: Returning to the ‘return’ of Chinese transnational academics." Asian and Pacific Migration Journal 29, no. 2 (June 2020): 227–53. http://dx.doi.org/10.1177/0117196820935995.

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Transnational migration brings to the fore the various social and professional connections migrants maintain with their home and sojourn countries. Drawing on a qualitative case study with 12 Chinese transnational academics in the field of the social sciences and humanities in three higher education institutions in Beijing, China, this article explores their transnational ways of being and belonging. Informed by the theoretical lens of transnational diaspora, our study indicates that the concept of “returnee” is too restricted to capture the transnational work and learning practices and the self-identification of Chinese transnational academics. Our analysis reveals that the study-abroad experience as a PhD student shapes the multiple and simultaneous ways of being and ways of belonging of the transnational academics in relation to China, the host countries where they pursued doctoral studies and, increasingly, de-territorialized transnational academic communities. Mobilizing digital communication technologies, they create spaces to negotiate their identities as researchers, ethnic Chinese and members of transnational academic communities. Their work and learning in transnational spaces have contributed to the formation of virtual transnational diaspora characterized by the inter-dependence of academics across borders.

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Zhu, Yanchun, Fuze Li, Chunlei Qin, Wei Zhang, and Jianbo Wen. "Analysis of Academic Cooperation Network for Returnee Faculty Members to Realize Value from the Perspective of Economics." Discrete Dynamics in Nature and Society 2021 (September 15, 2021): 1–8. http://dx.doi.org/10.1155/2021/2994123.

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Drawing on theories of social network and knowledge absorption, this paper examines the direct influence of returnee faculty members (RFMs) over college research performance (CRP) from three aspects, namely, the intensity of cooperative relationship (ICR), research influence (RI), and acquisition capability of heterogeneous knowledge (ACHK). In addition, the authors tested the regulating effect of ICR. The results show that RI of RFMs has a significant positive effect on CRP, ACHK has no significant effect on CRP, and ICR has a significant negative effect and a major regulating effect on CRP.

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Vasojevic, Nena, and Snezana Kirin. "Life satisfaction of returnee scholarship holders in Serbia." Stanovnistvo 57, no. 2 (2019): 71–86. http://dx.doi.org/10.2298/stnv1902071v.

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Educated and talented people drive progress in every country. That?s why no country can neglect these people; that would mean losing one?s own potential. This paper emphasises the importance of educating scholarship students abroad as a means of developing and accumulating human resources and a key determinant of sustainable development in the modern world. Investing in the education of the best students (scholarship holders) is an investment in the future, which brings multiple benefits on a social, economic, and political level. Migration is an important phenomenon that attracts public attention, especially when it comes to highly educated experts leaving their home country in search of better education. Highly educated experts have been leaving Serbia for several decades, which poses an obvious problem for local society. The topic of permanent migration is dominant both in foreign and domestic literature, but studies on the temporary migration of highly educated students (scholarship holders) is almost nonexistent. The aim of this paper is to point out the value of returnee scholarship holders and the importance of creating the appropriate conditions for them to stay in the country. A survey conducted on a group of 96 returnee scholarship holders identified factors that affect their satisfaction with living in Serbia. The survey involved experts from Serbia who were educated abroad as scholarship holders, where they acquired academic titles and are now employed: as faculty teachers (32); as researchers at scientific institutes (24); in the private sector (21); at universities (12); in state administrative departments (5); and in medical institutions (2). The criterion for selecting this group of respondents was that they had stayed abroad as scholarship holders, whether they used scholarships from domestic (24) or foreign (72) funds. Scholarship students go abroad mostly because of their personal aspirations for training, gaining new experiences, and because of the inability to study the desired discipline in their country, as was the case for 74 respondents. The main reasons for deciding to return are family (25) and the belief that they have a good chance to work in Serbia (18), while 16 respondents could not stay abroad. In this paper, we used the factor analysis method. The main factors that create satisfaction with life in Serbia are isolated. These factors are: satisfaction with work and a set of factors that strongly correlate with it (the ability to make decisions, the implementation of acquired knowledge, peer acceptance), as well as the recognition of their diploma in Serbia without any difficulties. By improving these factors, there might be a significant increase in the chance that returnee scholarship holders remain in Serbia for a long time. Based on this, it would be wise to build a strategy on how to encourage returnee scholarship holders to stay in the country. The results obtained in this study represent a contribution to a search for a strategy that will attract, involve, and retain educated people in the country.

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Дисертації з теми "Academic returnee"

Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.

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The purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.

This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the Standards for Reporting on Empirical Social Science Research in AERA Publications.

This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.

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Faulk, Deborwah. "Highly Credentialed:Exploring the Differential Returns to Academic and Non-Academic Credentials." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497277290467119.

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Hu, Yijun. "Being and Becoming Academics: A Case Study of Chinese Returned Academics Working on Knowledge Recontextualisation." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/397594.

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This study investigated the teaching and research work of early career Chinese academics in an elite Chinese university after they completed their doctoral studies in English-speaking countries. In particular, the study focused on how this group of academics brought back discipline-specific knowledge and research methods which they acquired during their overseas research studies. Secondly, the study examined how they translated and appropriated such knowledge and methods throughout their everyday work in the Chinese context. Thirdly, this study explored how the academics exercise their agency and construct professional identities while positioning themselves in the international research community and contributing to the Chinese higher education sector via knowledge recontextualising work. The research problem was contextualised in the policy literature documenting the rapid rise of China in the global higher education arena. This literature noted policies which encouraged Chinese students to complete their research qualifications in the West before returning to work in China. While a number of empirical studies have investigated the experiences of Chinese students who have completed research degrees in the West, these studies have mainly focused on summarising the reasons for their return, the working situations upon their return, the benefits of studying abroad, work challenges encountered, and how they lived up to university expectations. By contrast, this thesis focuses on the specifics of knowledge translation or recontextualisation undertaken by this cohort based on their transnational education experiences. This thesis draws on concepts from the sociology of education, mainly the work of Basil Bernstein (1971, 1990, 1996, 2000) to analyse the empirical data. In addition, it extended Bernstein’s concept of the pedagogic device by incorporating ideas from theories of educational globalisation (Appadurai, 1996, 2000) to understand the increasing flows of knowledge and knowledge exchanges at an international level. The study adopted a case study approach to explore the research questions. The empirical data was collected through in-depth semi-structured interviews with nineteen early career returned academics working in humanities and social sciences (HASS) faculties of an elite research-intensive Chinese university. The academics provided accounts of their teaching, research and service work, and specifically talked about how their overseas research study had informed their current work. As the beneficiaries of national policies around internationalisation, the academics, upon return to China with their Western qualifications, brought to life such policy discourse through their everyday pedagogic work. The rich accounts provided by the early career returned academics are analysed and presented in three ways. Firstly, the returned academics’ professional life and the intensification of academic work are portrayed in the format of composite biographies. The analysis draws attention to the conflicts between the academics who returned with Western qualifications and their locally trained colleagues, as well as between the academic work captured in the early career academics’ imaginations and that in reality. The analysis explores the ways in which the early career academics managed the pressures of work and forged their professional identities and trajectories. Secondly, this thesis documents the returned academics’ comments on the formation of disciplinary knowledge discourses in HASS areas and power structures embedded in the knowledge production and reproduction. Additionally, their attempts of referencing and presenting diverse knowledge discourses through teaching and research and empowering themselves and Chinese university students as knowers, as termed by Maton (2014; 2013), formed further topics of discussion. Lastly, the pedagogic practices of the academics as they produced and reproduced knowledge in the Chinese university are detailed. Through introducing the course curricula, pedagogic models and assessment approaches that were widely implemented in elite Western universities, they aimed at preparing their Chinese students for future studies in the West and fuller participation in the global research community. However, they also commented on the resistance to such pedagogic changes from students, their other colleagues, and entrenched institutional practices. The research makes three major contributions to theory and practice. Firstly, this study extended Bernstein’s theoretical corpus to capture the movement of knowledge/ideas across national borders in the increasingly globalised arena of higher education. In doing so, it allowed an exploration of educational governance beyond the national level as academics recontextualised knowledge from one nation to another, and within the official policy parameters of their employing institution in China. In addition, this study reported the Chinese early career returned academics’ conduct of their teaching, research and service work, and the resulting powerplays as they were positioned in and by the local and international research communities. This research is instructive for the returned academics in navigating their professional development during their early career stage. Lastly, this study presented the ways in which the internationalisation policies of the Chinese government had been translated and recontextualised within a specific university context. To build upon the positive consequences of these policies in recruiting the returned academics, this study suggested further development of the policies to better support this group of academics in relocating back to the academy of their home country and translating and implementing their overseas-attained knowledge, skills and modes of pedagogies in their daily work.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text

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Kline, James Jeffrey. "Star Academics: Do They Garner Increasing Returns?" PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2713.

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This study examines the criteria which help academics receive National Institute of Health funds (NIH). The study covers 3,092 NIH recipients and non-recipients in the same department or institute at twenty-four universities. The universities are drawn from those below the top twenty in terms of receipt of NIH funds. With regards to performance, non- recipients have lower performance than recipients. A key determinant of the receipt of NIH funds is individual performance, as measured by the number of articles published and average citations per article in the two years immediately prior to the grant application. Professors receive more NIH money than do associates and assistant professors. Other positive contributors are the field of study, whether the academic has both a PhD. and Medical degree, and has licensed an innovation, been involved in the start of a new business and patented an invention through the university. To the extent that individual performance criteria represent the quality of the research proposal, allocation of NIH funds is based on merit. A Tobit model indicates that being highly cited does not guarantee increasing returns. Likewise, career citations have only a small statistically significant impact. In addition, a negative coefficient associated with the second derivatives of both articles published in 2006-07 and their associated citations indicate diminishing marginal returns.

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White, Mark Voss. "Abnormal returns on asset exchanges." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186098.

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Asset exchanges, such as mergers and acquisitions, typically give rise to abnormal returns. This dissertation tests a fads hypothesis for abnormal returns on initial public offerings, an asset exchange in which traders exchange cash for issuers' new shares. Initial public offerings, or IPOs, exhibit positive abnormal returns on the date of the exchange when trading prices, on average, rise above offering prices. IPOs also exhibit negative abnormal returns after the exchange as trading prices, on average, fall relative to those on comparable-risk assets. In the fads hypothesis, IPOs occur when a fad, or mass psychogical movement, induces traders to bid the trading prices of certain types of assets up over their intrinsic prices. These high trading prices offer a quasi-arbitrage opportunity that motivates unaffected traders to short-sell seasoned shares affected by the fad or issue new shares based on like assets. For the fads hypothesis to explain abnormal returns on IPOs, fads among traders must allow price bubbles to persist long enough for rational traders to issue IPOs, and rational traders must actually do so. This dissertation's experimental spot asset double auction markets show that the duration of price booms, or rising differences between trading prices and intrinsic prices, significantly increases with an increase in asset life, suggesting that differences between trading prices and intrinsic prices can persist. This laboratory finding parallels field findings that closed-end fund trading prices only converge to net asset values (an intrinsic price proxy) when secondary trading ceases due to merger, liquidation or open-ending. This finding is consistent with bubbles persisting long enough for quasi-arbitrage responses. This dissertation also shows that an apparent fad in closed-end country funds led issuers and underwriters to organize an extraordinary number of IPOs in late 1989 and early 1990. These issuers profited by promising to purchase assets at net asset values and selling shares based on that promise at a premium. The shares issued during this apparent fad had positive abnormal returns in their initial rise from offering prices to trading prices, and subsequently had negative abnormal returns as their premium trading prices fell to discounts. This closed-end country fund findings are consistent with the fads hypothesis of abnormal returns on IPO asset exchanges.

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Maltsbarger, Kelli M. "Does an Academy Award affect Stock Return?" Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/185.

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This study examines the affect of winning an Academy Award on the stock price of parent companies. On average, receiving an Oscar has no significant impact on the stock of parent companies during the few days surrounding the broadcast of the Academy Awards. The findings of this study introduce questions of external interference and possible limitations on this type of research. However, my study sheds light on future topics of investigation for analyzing the effects of televised award shows on the stock market.

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Ishak, Naimah. "Colonization and higher education : the impact of participation in western universities on Malaysian graduates who have returned to their academic and professional lives /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998037.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 372-391). Also available for download via the World Wide Web; free to University of Oregon users.

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Godinho, Nicholas. "Relationship between REIT returns and payout ratio." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1409.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Business Administration
Real Estate

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Weigand, Robert Alan. "The cointegrating relationship between stock prices and trading volume: Evidence regarding the predictability of security returns." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186294.

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This study develops and tests the hypothesis that stock prices and trading volume are influenced by the same set of fundamental forces. The implications of this hypothesis for modeling and forecasting stock returns are also explored. Part 1 identifies several effects likely to contribute to the observed positive correlation between stock prices and trading volume. Among these are the various constraints that prohibit certain classes of investors from short selling; the disposition effect, which is the tendency for investors to hold losing investments too long and sell winners too early; and the prevalence of positive feedback trading strategies in financial markets. Part 1 also presents a simple supply and demand example which demonstrates that both asset prices and trading volume are influenced by the information signals received by traders in efficient markets. Part 2 presents empirical tests of the hypothesis that stock prices and trading volume are determined by a set of common factors. The presence of a common stochastic trend (cointegration) is shown to be consistent with the above hypothesis. Stock prices and trading volume are found to be cointegrated, which is interpreted as evidence in support of the common factor hypothesis. The theoretically correct method for modeling cointegrated variables, known as an error-correction model (ECM), explains over 4% of the variability in monthly stock returns from 1962-1991. An index of the total dividends paid to the Standard and Poor's 500 is included as an instrument for the information set hypothesized to be a common factor in stock prices and trading volume. After demonstrating that stock prices, trading volume and the dividend index are part of a trivariate cointegrated system, the dividend index is included into the ECM of stock prices. The explanatory power of the ECM rises to 6.5% due to the inclusion of the dividend index. Part 3 develops a forecasting model of monthly stock returns based on the ECM presented in Part 2. Out-of-sample forecasts of monthly stock returns are generated from this model, as well as other forecasting models chosen from the literature on the predictability of security returns. Under a variety of conditions, both with and without transactions costs, trading rules generated by the forecasting model of Conrad and Kaul (1989) consistently outperform a buy and hold strategy. The ECM forecasting model performs no better than a macroeconomic or random walk model, and underperforms a buy and hold strategy in the presence of transactions costs. The overall finding from Part 3 is that the simple time series model of Conrad and Kaul generates forecasts which beat the market conclusively for the thirteen year period spanning January, 1978 to December, 1990.

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Leitter, Mark J. "The relationship of international and domestic real estate securities on investors' returns." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1445.

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Книги з теми "Academic returnee"

João Manuel Pacheco de Figueiredo. Academic earmarks and the returns to lobbying. Cambridge, MA: National Bureau of Economic Research, 2002.

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Lorraine, Dearden, and London School of Economics and Political Science. Centre for Economics of Education., eds. The returns to academic and vocational qualifications in Britain. London: Centre for the Economics of Education, 2000.

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Andini, Corrado. Full-time schooling, part-time schooling, and wages: Returns and risks in Portugal. Bonn, Germany: IZA, 2007.

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O'Leary, Nigel C. Rates of return to degrees across British regions. Bonn, Germany: IZA, 2006.

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Maurin, Eric. Vive la révolution! long term returns of 1968 to the angry students. Bonn, Germany: IZA, 2005.

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Harmon, Colm. Selective schooling, school quality and labour market returns. Dublin: University College Dublin, Department of Economics, 1997.

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Kane, Thomas J. Estimating returns to schooling when schooling is misreported. Cambridge, MA: National Bureau of Economic Research, 1999.

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Krop, Richard A. The social returns to increased investment in education: Measuring the effect of education on the cost of social programs. Santa Monica, CA: RAND, 1998.

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McWilliams, Bill. A return to glory: The untold story of honor, dishonor, and triumph at the United States Military Academy, 1950-53. Lynchburg, Va: Warwick House Publishers, 2000.

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Guarnieri, Patrizia. Intellettuali in fuga dall’Italia fascista. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/978-88-5518-648-3.

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Intellectuals Displaced from Fascist Italy is a bilingual (IT/ EN), free access and in progress website that draws attention to the migration of intellectuals during Fascism. Italy is usually considered a land of poor and uneducated migrants. But during the twenty years of Fascism, especially after the anti-Jewish laws but even before, professionals, students and scholars, including foreigners, expatriated alone or with families for political and racial reasons to the Americas, England, Mandatory Palestine, Switzerland. It is a limited but important phenomenon of brain drain, which in the case of Italy has yet to be investigated. Who were the people who decided to leave in search of freedom, work, and then salvation, and what did they do? Their names and stories were cancelled. This work attempts to reconstruct their lives thanks to foreign archives, letters, scattered memories and hundreds of photos. What difficulties did they face in their host countries? How many of them returned? The stories speak of devastating losses to the detriment of the country, of responsibilities and injustices, but also of resources and talents of Italian culture, of commitment and determination. This 2nd edition contains some new features, improves consultation with research functions and, as regards content, it enhances family mobility from a generational and gender perspective. The project was promoted by the University of Florence and has been supported by the Regione Toscana and by various institutes, with the sponsorship of the New York Public Library; Council for At-Risk Academics, London; J. Calandra Italian American Institute, CUNY; The Central Archives for the History of Jewish People, Jerusalem, UCEI and others.

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Частини книг з теми "Academic returnee"

Tompkins, Ronald G., Andrew K. Alexander, and Carl M. Berke. "Creating ROI: Return on Innovation-the Partners Model." In Success in Academic Surgery, 205–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18613-5_15.

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Ibričević, Aida. "Introduction." In IMISCOE Research Series, 1–39. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-58347-6_1.

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Abstract“I want to go home,” a highly successful documentary series started broadcasting on various Bosnian TV channels in May 2016. The documentary program (Kenović, 2016) features the stories of artists, entrepreneurs, scientists, academics, and other professionals who have built their careers abroad and have now returned “home” to Bosnia and Herzegovina (BiH). Scenes of harmonious family life filled with homemade food and drink, breathtaking images of natural landscapes, and the nostalgic sounds of sevdah music are interwoven with the returnees telling their life stories. In the interviews, the participants acknowledge the benefits of greater career opportunities, economic advantages, democratic freedoms, and political stability of living in the West. However, almost every interviewee emphasized how they feel more content as citizens in their country of origin; how they belong there and how they are socially and spiritually more fulfilled in their home environment. The returnees often invoked well-known phrases such as “There’s no place like home,” “Home is where the heart is,” “Home sweet home” or a Bosnian-Croatian-Serbian saying that goes something like “Travel the world, but keep coming back home.” Such expressions seem to have universal appeal, often found dutifully embroidered on handcrafted ornaments stitching together an amalgamation of warmth and comfort. Yet, their direct application to a context of forced migration and displacement, where some returnees were victims of violence, mass expulsions, ethnic cleansing campaigns, and other forms of persecution, while others have endured considerable sacrifices to make their return a reality, seems to be highly questionable. The documentary series also appears to be in line with international community efforts towards diaspora engagement. Countless “diaspora business forums,” networking events and roundtables are being organized by various levels of government to attract investment from members of the BiH diaspora. Faced with a dwindling tax base, because of high unemployment and emigration rates, the BiH authorities are trying to lure the desperately needed investment for job creation. The returnees’ warm and “homely” responses were accepted and not questioned or problematized by the filmmakers, leading me to believe that the popular TV program was made to promote return and not present a more nuanced understanding of it. Unabated by the often overly sentimentalized, and at times saccharine portrayals of warm homecomings, and with my researcher curiosity piqued, I set out to investigate the phenomenon with scholarly rigor and present my findings in this book.

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Li, Jing. "Go Places: Examining the Academic Returns to Study Abroad." In Rethinking Education Across Borders, 225–40. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2399-1_13.

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Lu, Yixi, Jason Jean, and Ling Ma. "Comparing Chinese academic returnees in Chengdu and Guangzhou: reasons for return, choice of destination, and onward migration intention." In Intellectual Migration, 171–91. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003532934-9.

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Maldonado-Maldonado, Alma. "Academic Mobility as Social Mobility or the Point of No Return." In Higher Education Dynamics, 127–37. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7085-0_9.

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Erickson, G. Scott, and Therese A. Maskulka. "Risk and Return in International Retailing." In Proceedings of the 1998 Academy of Marketing Science (AMS) Annual Conference, 108–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13084-2_27.

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Gill, Anthony. "A Great Academic Re-awakening: The Return to a Political Economy of Religion." In Advances in the Economics of Religion, 361–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98848-1_23.

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Jacobson, Lisa. "The Virus and the Elephant in the Room: Knowledge, Emotions and a Pandemic—Drivers to Reducing Flying in Academia." In Academic Flying and the Means of Communication, 209–35. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4911-0_9.

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AbstractThis chapter explores individual incentives and barriers to reducing air travel, with the focus on people who have taken a decision to reduce flying due to climate change. During the COVID-19 pandemic in 2020, six semi-structured interviews were performed with academics—three who had already cut down on flying and three who were grounded due to the pandemic. They were compared with a set of interviews with 26 Swedish citizens, performed in 2017–2018, which had shown that internalised knowledge of climate change was an important driver to change behaviour. Awareness led to negative emotions and a personal tipping point where a decision to reduce flying was made. However, among these interviewees, even people with a strong drive to reduce flying felt trapped in practices, norms and infrastructures. The academics reported similar incentives and barriers as the broader group but also specific challenges for them as researchers. Surprisingly, the pandemic was perceived as a testbed for new travel habits, and not as a big obstacle for their scientific work. None believed that they would return to an equally aeromobile lifestyle, and two of them described it as a chance to reconcile habits with their pro-environmental values.

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Imoto, Yuki, and Tomoko Tokunaga. "Refracting global imaginations through collaborative autoethnography and teaching: Reflections from two “border crossing”/“returnee” academics in Japan." In The Global Education Effect and Japan, 175–90. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Politics of education in Asia: Routledge, 2020. http://dx.doi.org/10.4324/9780429292064-11.

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Wollschläger, Rachel, Pascale Esch, Ulrich Keller, Antoine Fischbach, and Ineke M. Pit-ten Cate. "Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study." In Wohlbefinden und Gesundheit im Jugendalter, 191–213. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35744-3_10.

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AbstractFormal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short- and long-term. In return, adolescents’ well-being in- and outside school may affect their educational achievement. The objective of the present study is to investigate how self-reported dimensions of adolescents’ subjective well-being (SWB) in an educational context (i.e., academic self-concept, school anxiety, social and emotional inclusion) relate to educational pathways (regular vs. irregular school transitions; attendance of more vs. less prestigious secondary school tracks) and standardized assessment scores in key academic areas (i.e., mathematics and languages). Drawing on representative data emerging from the Luxembourg School Monitoring Programme “Épreuves Standardisées” (academic year 2018/2019), the relationship between academic achievement and students’ self-reported well-being was analysed cross-sectionally for the entire student cohorts of 5th and 9th graders. Result indicated that grades and educational pathways affect SWB, whereby in general lower ratings of SWB were observed in older students, students that experienced grade retention and students in lower secondary school tracks. Furthermore, ratings of SWB explained a significant proportion of variance in academic achievement in bot Grade 5 and Grade 9. These findings highlight the importance of student´ SWB in education. SWB may not only affect academic achievement, but also impact motivation and engagement and hence long-term educational success. Implications of the findings for research and educational debate are discussed.

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Тези доповідей конференцій з теми "Academic returnee"

Kim, Youngsoo, and Jung Chul Park. "PRESIDENTIAL POWER AND STOCK RETURNS." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.026.

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Sajjanit, Chonlada, and Ruth Banomyong. "CUSTOMER-ORIENTED REVERSE LOGISTICS AND CUSTOMER SATISFACTION ON PRODUCT RETURNS." In 36th International Academic Conference, London. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.036.043.

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Stasytytė, Viktorija. "The nexus between ESG rating and stock returns: opportunities for investor." In 14th International Scientific Conference „Business and Management 2024“. Vilnius Gediminas Technical University, 2024. http://dx.doi.org/10.3846/bm.2024.1213.

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Nowadays, environmental, social, and governance (ESG) investing gets increased academic attention and a practical spotlight. Companies listed on a stock exchange receive sustainability scores provided by rating agencies. In turn, investors seek not only to get a return in the stock market but also to construct a portfolio of companies that positively affect the economy and society while remaining ethically responsible. But is it possible to obtain sufficient returns, at the same time reaching sustainability objectives? Based on the 2023 year’s data and regression analysis, the research aims to determine the relationship between US stock return and ESG rating, as well as its separate economic, social, and governance components. The research findings demonstrate no significant relationship between stock return and ESG, including its components. The proposed framework for determining ESG and stock return nexus can be useful for individual and institutional investors in forming their investment portfolios.

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Ashraf, Maleeha. "Barriers To Mentorship For Academic Returnees: Experiences From Pakistan Higher Education." In AIMC 2017 - Asia International Multidisciplinary Conference. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.05.76.

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Bace, Edward. "COST OF CAPITAL, RETURNS AND LEVERAGE: EMPIRICAL ANALYSIS OF S&P 500." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.009.

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Bace, Edward. "STOCK RETURNS AND LEVERAGE: ANALYSIS OF THE DOW JONES INDUSTRIAL AVERAGE, 2000-2015." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.017.

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Sapian, Ros Zam Zam. "FOREIGN EQUITY FLOWS AND MARKET RETURN VOLATILITY: EVIDENCE FROM AN EMERGING EQUITY MARKET." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.081.

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PASCU, Cristina Eleonora. "The Impact of French Pedagogy on Romanian Piano Art. Disciples of Alfred Cortot." In The International Conference of Doctoral Schools “George Enescu” National University of Arts Iaşi, Romania. Artes Publishing House UNAGE Iasi, 2023. http://dx.doi.org/10.35218/icds-2023-0006.

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A very special effervescence in terms of artistic life animated the City of Cluj at the beginning of the 20th century. The city’s newly established institutions, after the historical moment of 1918, were increasingly asserting themselves, polarizing culture in its numerous forms and manifestations. This is the context in which the Academy of Music and Dramatic Art of Cluj (currently “Gheorghe Dima” National Academy of Music) was founded by a team of professors, who had been trained at various higher music schools in Western Europe and who implemented the highest standards meant to raise the new school at the level of the other European schools of this kind, in an effort to narrow the historical gap that separated the former from the latter. Among them stand out, due to their special artistic and pedagogical qualities, young pianists returned from Paris, where, within the prestigious École Normale de Musique de Paris, they had been trained by the renowned pianist Alfred Cortot. They were: Ecaterina Fotino-Negru, George Ciolac, Eliza Ciolan, Alexandru Demetriad, Viorica Adelina Radu, Gabriela Ţereanu. Our paper aims at providing a documented image of this significant direction of development, which relied on the artistic and pedagogical knowledge acquired by the Romanian musicians trained in the privileged environment of Paris and who later returned to work at the National Academy of Music in Cluj. We will tackle the subject from several points of view, namely the peregrinatio academica phenomenon, the socio-political background and the founding personalities of the École Normale de Musique de Paris, the pedagogical principles, their reception in Romania, and the evolution and current status of this noble lineage.

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Kookkaew, Pathompong. "COST AND RETURN ON INVESTMENT FROM RICE RD41 FARMING OF THE FARMERS IN SAMCHUK DISTRICT, SUPHANBURI PROVINCE, THAILAND." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.028.

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Sanpakdee, Pitan. "COST AND RETURN ON INVESTMENT FROM LAYING DUCKS FARMING OF THE FARMERS IN BANGPLAMA DISTRICT, SUPHANBURI PROVINCE, THAILAND." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.047.

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Звіти організацій з теми "Academic returnee"

de Figueiredo, John, and Brian Silverman. Academic Earmarks and the Returns to Lobbying. Cambridge, MA: National Bureau of Economic Research, July 2002. http://dx.doi.org/10.3386/w9064.

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Kline, James. Star Academics: Do They Garner Increasing Returns? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2709.

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Hollenbeck, Kevin. Postsecondary Education as Triage: Returns to Academic and Technical Programs. W.E. Upjohn Institute, April 1992. http://dx.doi.org/10.17848/wp92-10.

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Lovenheim, Michael, and Jonathan Smith. Returns to Different Postsecondary Investments: Institution Type, Academic Programs, and Credentials. Cambridge, MA: National Bureau of Economic Research, April 2022. http://dx.doi.org/10.3386/w29933.

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Avis, William. Refugee and Mixed Migration Displacement from Afghanistan. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2022.002.

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This rapid literature review summarises evidence and key lessons that exist regarding previous refugee and mixed migration displacement from Afghanistan to surrounding countries. The review identified a diverse literature that explored past refugee and mixed migration, with a range of quantitative and qualitative studies identified. A complex and fluid picture is presented with waves of mixed migration (both outflow and inflow) associated with key events including the: Soviet–Afghan War (1979–1989); Afghan Civil War (1992–96); Taliban Rule (1996–2001); War in Afghanistan (2001–2021). A contextual picture emerges of Afghans having a long history of using mobility as a survival strategy or as social, economic and political insurance for improving livelihoods or to escape conflict and natural disasters. Whilst violence has been a principal driver of population movements among Afghans, it is not the only cause. Migration has also been associated with natural disasters (primarily drought) which is considered a particular issue across much of the country – this is associated primarily with internal displacement. Further to this, COVID-19 is impacting upon and prompting migration to and from Afghanistan. Data on refugee and mixed migration movement is diverse and at times contradictory given the fluidity and the blurring of boundaries between types of movements. Various estimates exist for numbers of Afghanistan refugees globally. It is also important to note that migratory flows are often fluid involving settlement in neighbouring countries, return to Afghanistan. In many countries, Afghani migrants and refugees face uncertain political situations and have, in recent years, been ‘coerced’ into returning to Afghanistan with much discussion of a ‘return bias’ being evident in official policies. The literature identified in this report (a mix of academic, humanitarian agency and NGO) is predominantly focused on Pakistan and Iran with a less established evidence base on the scale of Afghan refugee and migrant communities in other countries in the region. . Whilst conflict has been a primary driver of displacement, it has intersected with drought conditions and poor adherence to COVID-19 mitigation protocols. Past efforts to address displacement internationally have affirmed return as the primary objective in relation to durable solutions; practically, efforts promoted improved programming interventions towards creating conditions for sustainable return and achieving improved reintegration prospects for those already returned to Afghanistan.

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Ebata, Ayako, Imogen Bellwood-Howard, and Jane Battersby. Equity in Food Systems Livelihoods: A Review of Conceptualisations, Approaches, and Actions. Institute of Development Studies, December 2023. http://dx.doi.org/10.19088/ids.2023.058.

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Food systems employ billions of people across the world, many of whom are socially and economically marginalised. The livelihoods within the food systems these people rely on tend to be precarious and low in economic return, exacerbating social and economic inequality while preventing food systems from improving their ecological sustainability. In this paper, we review the different ways in which equitable livelihoods within food systems are conceptualised across academic communities, and what interventions are suggested to make food systems livelihoods more equitable. We analyse the tensions and complementarity between these different approaches and suggest an inter- and trans-disciplinary methodology.

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Malek, Mohammad Abdul, Aiko Kikkawa, Yasuyuki Sawada, and Abdul Kalam Azad. Rural Development in Bangladesh Over Four Decades: Findings from Mahabub Hossain Panel Data and the Way Forward. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/ppxg8315.

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The Mahabub Hossain Panel Data (MHPD) was initiated in 1988 and maintained by and named after the late Mahabub Hossain, a well-known agricultural and development economist who led a number of reputed organizations in Bangladesh (Bangladesh Institute of Development Studies and BRAC) and in the region (International Rice Research Institute). We portray the historical context, sampling evolution, survey structure and methodology, and academic and policy contributions of the MHPD with some lessons learned for the next step forward. The MHPD has tracked rural households for a period of over 3 decades (1988–2014) with five waves of household surveys covering over 2,800 households and has collected a wide range of information on household composition, schooling of household members, assets, cropping intensity and patterns including cost and return, employment and income, consumption, participation in different government and nongovernment programs. We reviewed several books and journal articles authored by Mahabub Hossain and related academic papers and documents and collated information on MHPD, including (i) mapping out information on past and ongoing panel or cross-sectional household survey data series in Bangladesh; (ii) undertaking the review of all past rounds of MHPD survey documents, such as survey implementation plans, questionnaires, codebooks, databases, and processed data; (iii) consulting relevant stakeholders, including the past implementers of the surveys and the users of the data as needed to validate documented information; (iv) taking stock of the contribution of MHPD to academic literature and policy development; and (v) drawing a number of lessons learned for future data collection and policy making. The report aims to (i) serve as a comprehensive reference document for scholars and policy makers who wish to understand MHPD for possible use in their research; and (ii) provide a comprehensive baseline from which we can consider ways to enhance MHPD further to continue contributing to understanding the economic and social issues of today and near future. By compiling all associated research work based on MHPD, we offer a historical landscape of Bangladesh’s social and economic development and a credible explanation for the Bangladesh development model for global comparison.

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Merrien, François X. Reforming Higher Education in Europe: From State Regulation Towards New Managerialism? Inter-American Development Bank, May 2000. http://dx.doi.org/10.18235/0010752.

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The present study describes the changes in the traditional European model of higher education, its successes as well as failures. The remarkable expansion of higher education in Europe during the postwar period was the result of a shared belief in the virtue of higher education per se. The traditional model of higher education assumes a stable relationship of fair exchange between the State and the academics: the State gives power to the academics in the belief that in this way it will receive in return the forms of knowledge, basic research, and advanced education that will be of most value to itself. In Europe-as was the case in Latin America-the policy of developing the higher education sector was supported by the elite and by the middle classes, both of whom considered higher education to be a means for training professional workers and a way to enhance economic development and social mobility. The 1980s marked the beginning of some radical changes on the two continents in terms of higher education. This evolution can be associated with a shift from a more interventionist, Keynesian welfare state to a more neoliberal and supervisory State. This shift meant diminution of the belief that bureaucratic institutions could respond correctly to society's needs and increased currency of the belief in the virtues of markets or quasi-markets. The aim of the study is not to compare trends in Europe with those in Latin America. Nevertheless, it is interesting to note that from the beginning of the 1970s radical changes were also introduced into the Latin American systems of higher education, partially for economic and political reasons.

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Toch, Eran. Smart City Technologies in Israel: A Review of Cutting-Edge Technologies and Innovation Hubs. Inter-American Development Bank, August 2018. http://dx.doi.org/10.18235/0007986.

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This discussion paper was developed by the Inter-American Development Bank’s (IDB) Housing and Urban Development (HUD) Division in collaboration with the Knowledge, Innovation and Communication Department (KIC). It was financed through the Cutting-Edge Knowledge Fund. Smart cities reveal the potential of innovative technologies to tackle tough and longstanding problems in cities and dramatically improve the way municipalities operate. Cities in Latin American and Caribbean (LAC) countries have a pressing need for solutions that can challenge existing problems while providing a solid return on investment. In recent years, Israel has developed a unique ecosystem approach toward its smart city technology, with a unique focus on collaboration between research institutes, local governments, and private entrepreneurs. This paper explains how the ecosystem developed and how it can benefit cities and residents. The paper starts by providing background information on the various drivers behind smart city innovation in Israel, including the information industry and government agencies. It then focuses on technologies developed in Israel, providing descriptions and a comprehensive analysis of cutting-edge solutions for smart cities developed by an ecosystem of companies, universities, governments, and startups. Later on, provides an overview of the research and development centers in Israel and the dynamics that fuel creative centers, focusing on the startup ecosystem, academic centers, and established IT companies.

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Hague, Mathias, Michael Obanubi, Michael Shaw, and Geoff Tyler. The development impact of concessional finance to agri-business: a rapid evidence review. Commercial Agriculture for Smallholders and Agribusiness (CASA), 2020. http://dx.doi.org/10.1079/20240191179.

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The provision of concessional finance has become an increasingly important tool to support enterprise development, especially where financial markets are underdeveloped. For the purposes of this research, concessional finance is defined as that which is extended on terms and/or conditions that are more favourable than those available from the market. This can be achieved, for example, via lower risk adjusted return expectations; terms and conditions that would not be accepted/extended by a commercial financial institution; and/or by providing financing to a borrower/recipient not otherwise served by commercial financing. Risk mitigation tools, guarantees and first-loss products are also included when they are provided on concessional terms. The Foreign, Commonwealth & Development Office (FCDO) of the United Kingdom (UK) has committed funding to a range of concessional finance investors in the agriculture sector, including significant sums for the CDC Group (the UK's development finance institution), AgDevCo (a specialist agribusiness impact investor), the Global Agriculture and Food Security Program (GAFSP) Private Sector Window, and the Africa Enterprise Challenge Fund (AECF). FCDO also makes smaller contributions to more specialized institutions as well as collaborative interventions with other donors in the agriculture sector. These organizations cover the spectrum of investment themes, from close-to-market interest rates for more established businesses to long-term, low- or no-interest debt with packages of advisory support for early stage or highly innovative business models. They deploy a wide range of instruments, some funded, which includes all types of concessional debt and equity; and others unfunded, which covers risk mitigation tools, guarantees and first-loss products when they are provided on concessional terms. Implementing partners use different methods for monitoring and reporting the performance of the concessional funding provided by donors, using both customized measurement mechanisms or those based on more broadly accepted standards such as the Donor Committee for Enterprise Development (DCED). Research ranges from light touch human interest case studies to more formal longitudinal analysis using rigorous statistical survey methods. Academic institutions are increasingly contributing quality research, particularly to the assessment and understanding of development impact, often in partnership with impact investors. Donors themselves both directly engage in research but also provide the majority of the funding for evidence-based learning in both investors and academia. After more than a decade of concerted investment and innovation in the concessional finance space, particularly in sub Saharan Africa and South Asia, there is increasing interest in understanding whether these interventions are providing the development impacts expected and which financing tools and institutions are most effective for different types of farmer and or food market systems. These lessons will allow good practices to be replicated in future and implementation modalities to be improved to maximize development impact and financial performance.

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