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International development higher education: Looking from the past, looking to the future

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• https://doi.org/10.1080/03054985.2022.2077325

Introduction

Eclecticism of international development higher education, funding for international development higher education, different conceptual approaches, where to from here, disclosure statement, additional information.

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International development higher education is a distinct space in a vibrant and growing field of higher education studies. This paper examines international development higher education scholarship to highlight its thematic, disciplinary, methodological, and analytical eclecticism. At the heart of international development higher education is the assumption that the world can be made better by the human effort invested in higher education. This paper offers a novel conceptualisation of the ways in which higher education’s contributions to development can be understood. The bulk of the existing literature essentialises higher education’s role in the advancement of human capital and the modernisation of societies. In contrast, anti-essentialist understandings can include various conceptualisations of how higher education can contribute to the realisation of human rights and capabilities to pursue the freedoms people value. A holistic understanding of university contributions to development would encompass all of the essentialist and anti-essentialist, as well as post-foundationalist ways of looking at this important but empirically elusive link. The paper suggests to delink development from ‘international’ and reframe development as ‘glonacal’, thus allowing scholars and practitioners to be less bound by nation-state borders, and more conscious of the local nuance and the global connectedness.

• higher education
• international development
• international development higher education

Throughout the history of humankind, institutions of higher learning have contributed to society by educating individuals and generating achievements in sciences and humanities. Long after the establishment of the first such institutions in Athens, Alexandria, ancient China and India, the first western-style universities emerged in medieval Europe. These were exclusive institutions that supported the creation and transmission of knowledge across Europe and beyond. The expansion of higher education since the nineteenth century, and in particular in the last few decades, has made the developmental potential of higher education more visible.

Higher education is a vibrant and growing field of studies that examines various aspects of educating 220 million students in 20,000 higher education institutions globally (WHED, Citation 2021 ; World Bank, Citation 2021 ). The literature in the field explains and explores teaching and learning practices within higher education as well as the ways in which higher education systems have been shaped and perpetuated by the socio-economic and political realities, the ways in which higher education has influenced development of societies, and the ways in which future transformations of higher education can be imagined.

Higher education scholarship is explicitly concerned with ‘international’. When used in relation to higher education, the term ‘international’ can denote the following three distinct albeit interrelated phenomena: international development, globalisation of higher education, and internationalisation of higher education. This paper is concerned with the first phenomenon, i.e. the literature in international development higher education. This is the literature where higher education intersects with international development.

Starting from the mid twentieth century, a series of ideas and institutions emerged in the Global North on how the Global North could bring more development to the Global South. Very little attention used to be dedicated to education in the Global South up until the post-WWII period when United Nations institutions and multilateral development banks were established. That was the time when the field of international development emerged. The term ‘international development’ as such is a discursive product of that period.

A foundational assumption of the scholarship in international development higher education is that education generates clear benefits for society. Society is defined here as either the public (as in ‘public good’ or ‘common good’) or as a collection of individuals (as in ‘private good’). Traditionally, international development higher education scholarship has focused on meliorism, sometimes with an implicit purpose of improving ‘the other’. Footnote 1 By focusing on meliorism and being underpinned by the assumption that higher education can support development, international development higher education might have become one of the most normative spaces in higher education studies. It is also a space that is becoming broader at its base. In the last two decades or so, the number and range of research studies by authors from the Global South has been expanding (Davidson et al., Citation 2020 ; Lovakov & Yudkevich, Citation 2020 ).

This paper starts with an examination of international development higher education scholarship to highlight its thematic, disciplinary, methodological, and analytical eclecticism. This is followed by an overview of the historical trends of international development funding for higher education. Subsequently, the paper offers a conceptual delineation between foundationalist and post-foundationalist approaches to international development higher education. With the foundationalist approach, essentialist and anti-essentialist understandings are differentiated. The final section of the paper charts future directions of research and asks if the idea of international development has become obsolete.

International development higher education revolves around explaining and exploring links between higher education and international development. The main assumption and the key argument of this body of literature is that higher education has been a catalyst for international development (Boni & Walker, Citation 2016 ; Castells, Citation 1994 ; Chankseliani & McCowan, Citation 2021 ; Chankseliani et al., Citation 2021 ; Howell et al., Citation 2020 ; McCowan, Citation 2016 , Citation 2019 ; Oketch et al., Citation 2014 ; Owens, Citation 2017 ). This is achieved through improving human capital and contributing to the following domains of human life: economic development, poverty alleviation, innovation/R&D, work/graduate employability, good health/well-being, gender equality, ecology/natural environment, political culture/democratisation, and peaceful and just societies/good governance. Across these main themes, there are cross-cutting themes of higher education funding, capacity development, access, knowledge production/knowledge legitimation/decolonisation/politics of knowledge, and decolonising/humanising pedagogies (Chankseliani, Citation 2019 ).

In 2020, the British Council commissioned a review of literature on the role of tertiary education in development in low- and lower-middle-income countries (LLMICs). This review, undertaken by Howell et al. ( Citation 2020 ), includes 170 studies and offers the following conclusions. The main outcomes of tertiary education are economic growth and the enhanced earnings of graduates. While aggregate economic growth is not equitably distributed within nation-states and income benefits accrue to those groups that are privileged, the overall direction of economic development is positive. There exists a so-called ‘mismatch’ between the skills and knowledge of tertiary education graduates and labour market demand in LLMICs. Participation in tertiary education may increase the earnings or entrepreneurial activities of those who were born poor. However, poverty reduction has not been established as a direct outcome of tertiary education. Tertiary education contributes to the improvement of quality of life, both for those who participate in it and those who do not, via an indirect influence of graduates. At the same time, tertiary education can perpetuate existing inequalities. When it comes to the outcomes pertaining to the development of specific skills within professions, the review shows that tertiary education strengthens basic education through teacher education. Yet, what is learnt in teacher education programmes does not always translate into effective teacher practices in the classroom. More broadly, tertiary education is shown to develop professional capacities across various professions and also to transform institutions through collaborative relationships. Finally, tertiary education has an important role in strengthening civil society because of the skills and knowledge acquired at universities but also because of the institutional spaces that allow for relationship building and engagement (Howell et al., Citation 2020 ).

Disciplinary diversity

International development higher education scholarship benefits from its location at the intersection of two well-established fields of study – higher education and international development. At the same time, the scholarship in international development higher education relies on knowledge, theories, and methodologies from across social sciences and humanities. This scholarship has been fluid and eclectic, bringing together intellectual contributions from social science and humanities disciplines, such as: anthropology, business and management studies, economics, education studies/pedagogy, geography/environmental science, history, international development, international relations, linguistics, philosophy, political science, psychology, and sociology. Moving forward, it is hoped that those working in international development higher education will continue to encourage the fluidity and breaking the boundaries with other fields/disciplines, instead of attempting to delineate this space and to develop it into an institutionalised field of study.

Table 1. Key academic journals covering international development higher education.

The disciplinary eclecticism underpins the diversity of methodological approaches in international development higher education. We encounter scholarship identifying patterns through statistical analysis and scholarship exploring discourses, systematic reviews and ethnographies, bibliometric analyses and practitioner research, programme/policy evaluations and critical enquiries, phenomenological and interpretative studies, historical analyses and content analyses, econometric and participatory designs.

Levels and scales of analysis

Figure 1. The Bray and Thomas Cube. Original (left-hand side) and Adapted (right-hand side).

Studies in international development higher education also focus on different scales, such as supranational (global), supranational (regional), national, subnational, local. Studies focusing on the supranational (global) scale in international development higher education are rare. These studies mostly examine international aid for higher education; some examples include Collins and Rhoads’ ( Citation 2010 ) research on the World Bank’s work with universities in Thailand and Uganda or Molla’s ( Citation 2014 ) work on the World Bank’s assistance to Ethiopian higher education. Supranational (regional) scale pertains to international development at the regional level, e.g. higher education capacity building in sub-saharan Africa (Wood, Citation 1993 ) or the development of research capacity across Africa (Skupien & Rüffin, Citation 2020 ).

Such diversity makes it difficult to pin down the identity of this space and to identify the limits of the method and data used in international development higher education. Each of these disciplines/interdisciplinary fields of study has its own traditions and geopolitics of knowledge creation. As noted by a Beninese philosopher Paulin Hountondji ( Citation 1997 ), colonialism facilitated the creation of intellectual division of labour with global peripheries serving as data mines for the growth of knowledge and the advancement of theory in the Global North. This happened across social and natural sciences. Scholars more recently have been paying increasing attention to the epistemological legacy of colonialism, writing about the traditions of knowledge legitimation, the politics of knowledge creation, marginalised knowledge, southern theory, among other dimensions. Yet, this has not happened across all disciplines that feed into international development higher education.

Many empirical studies in international development higher education have been funded by multilateral and bilateral donors. However, the engagement of multilateral and bilateral donors with the higher education sector has been considerably less extensive than their engagement with school-level and technical education. Furthermore, there exist few studies examining the role of international funding in developing higher education systems and institutions in low- and lower-middle-income countries.

International development assistance to higher education started in the post WWII period and can be linked with the Cold War. During the Cold War, the USA and European countries provided support for the development of higher education in poor countries. The USA was mostly investing in Latin America and later in Africa and Asia, to counter the Soviet influence. Western European countries mostly focused on their former colonies. The Northern European countries had more altruistic considerations. Most of this funding was framed as oriented towards higher education capacity development, understood broadly as covering three levels – individuals, institutions, and the policy environment (Hydén, Citation 2017 ).

Hydén ( Citation 2017 ) describes the first wave, the reversal, and the second wave of the donor support to international higher education. The first wave in the 1960s to 1970s encompassed three components: (a) funding the construction of buildings for higher education teaching and research, including labs. For instance, Norway supported the creation of a forestry school at the Sokoine University of Agriculture in Tanzania, Germany supported the establishment of the College of Engineering and Technology at the University of Dar es Salaam, and Switzerland supported the infrastructure development and maintenance at the same institution. The Ford Foundation was involved in funding the construction of buildings at, for example, Makerere University in Uganda and the University of Ibadan in Nigeria; (b) technical assistance delivered by academic staff. A number of academics at these new universities in Africa were expatriates from the USA, UK and France, but also Nordic countries; (c) a number of African students received scholarships to pursue doctoral studies in American and European universities. The Ford and Rockefeller Foundations were major funders, with a focus on agriculture and the social sciences. German funding was oriented on more technical fields such as engineering. The funding also came from socialist countries such as the USSR, Bulgaria and East Germany. Many academics still teaching in African and Asian universities, especially in the hard sciences, received their initial doctoral education in these socialist countries (Hydén, Citation 2017 ).

In the 1980s and 1990s, the World Bank promoted the view that higher education was elitist and low income countries could not afford it. Hydén ( Citation 2017 ) refers to this period as the reversal when the donor community and African governments discontinued higher education funding. It was argued that higher education costed much and benefitted a small group of the privileged population. Therefore, the costs of higher education should have been incurred by families and not by the state. The public money spent on higher education was expected to be channelled into primary education, to benefit larger groups of low income individuals. Psacharopoulos et al.’s ( Citation 1986 ) report was decisive in this regard. This report estimated that in low-income countries the social rate of return for an additional year of higher education was significantly lower than for basic education. The rate of return argument influenced the outcomes of the World Education Forum in Dakar in 2000 when the global education community agreed to continue focusing on primary education. This decision was reflected in the MDGs and had terrible implications for higher education in low income countries. The provision of quality primary education depends on higher education as teachers and school leaders are trained at higher education institutions. All parts of society benefit from higher education, not only those who are parts of the higher education system. It became apparent in the 1990s that the investment in higher education was leading to rapid development in East Asia, and that the World Bank position on de-investing in higher education in low income countries was mistaken.

‘The World Bank often sets the pace for other donors, but like a large ship, it takes a very long time to turn around’ (Hydén, Citation 2017 , p. 5). In mid-1995, the World Bank started rebranding itself as a ‘knowledge bank’ and its 1998 World Development Report focused on Knowledge for Development . Subsequently, the World Bank & the Task Force on Higher Education and Society (World Bank & The Task Force on Higher Education and Society, Citation 2000 ) published the report Higher Education in Developing Countries: Peril and Promise which argued that development would not be possible without investing in higher education. This led to the second wave. Nowadays donors and governments recognise the importance of investing in higher education. A significant portion of the donor funding goes to the development of capacity in hard sciences and medical research. India’s Institutes of Technology, which received significant funding during the first wave, is used as an example that funding pays off. As countries develop their higher education and research infrastructure, they also attract back home a proportion of academics in the diaspora. Examples of this are institutions in China and India. Singular examples are also in Africa, e.g. the Network of Ethiopian Scholars encourages Ethiopian scientists in the diaspora and at home to exchange knowledge on local issues. Ghana and Nigeria have similar networks (Hydén, Citation 2017 ).

International development funding for higher education has not been systematically studied. One area of further studies is the factors that impact the size and concentration of aid to higher education and how various geopolitical interests may be driving the size and concentration of aid. It is known that bilateral aid sometimes tries to promote commercial and political interests of bilateral donors, serving the purposes of expanding the market and supporting foreign policy which can reinforce the existing power structures and disparities between donors and recipients (Chankseliani, Citation 2021 ; Ishengoma, Citation 2017 ). It is also evidenced that the bulk of international aid for post-secondary education is spent on scholarships to study in donor countries. In 2015, scholarships constituted 70% of all aid for post-secondary education (UNESCO, Citation 2015 ). In 2018, the share dropped to around 50% (UNESCO, Citation 2020 ). While scholarships offer important opportunities to individuals to study abroad and contribute to their home countries (Campbell et al., Citation 2020 ; Chankseliani, Citation 2018 ; Jamison & Madden, Citation 2021 ), investment in higher education within low- and low-middle income countries is needed. The following sections focus on two specific domains of higher education systems – university models and pedagogy.

Different developmental orthodoxies have been adopted to explain the role of higher education in international development. Key theoretical approaches are based on the normative ends of what a developed society looks like. Higher education’s contributions to development can be conceptualised within foundationalist and post-foundationalist approaches in social sciences. Normally, what is meant by foundationalist is the embeddedness in the traditional foundations of ‘Western ideas of modernity, society and development’ (CIES, Citation n.d. ). In contrast, post-foundationalist approaches foster ‘exploration and exchange, and stretching the conventional means by which these topics have been studied such as through disciplinary bodies, regional divisions and cross-national comparisons’ (CIES, Citation n.d. ).

Essentialist understanding

its capacity to produce social policies that would prove the predictions of the theory to have been correct. On the one side, we could simply say that modernization theory could not win the race against corporate greed, climatic disaster, the outsourcing of the state, and the double death of nationalism by global forces on the one hand and pathological xenophobia on the other. And neither could the policy instruments of modernization theory (such as international aid, technology transfer, and agricultural revolution) keep pace with global depredation. Nor, finally, could the hope that modernization theory placed in universal education (at the true core of the Enlightenment values of modernization theory) keep pace with changes in the very nature of basic knowledge itself, represented by the growth of machine languages, cyber-technologies for communication, and new technical possibilities for vision and translation. Above all, modernization theory did not understand that education and information would come radically apart in the world of “the web” and “the net,” making it possible for messages of hate and suspicion to circulate at vastly greater speeds than those of hope and compassion. (Appadurai, Citation 2013 , p. 220)

The essentialist orthodoxy thrives on the neoliberal ideals of limited state and free market; it opposes culture to development and treats culture as an impediment on the evolutionary path of international development (Chankseliani et al., Citation 2021 ).

Anti-essentialist understanding

In contrast to the essentialist understanding, the anti-essentialist associations between higher education and international development are ‘amoeba-like’ (Ziai, Citation 2004 ), not attempting to pin down the essence of development. What I refer to as anti-essentialist understanding can include various conceptualisations of how universities can support individuals and societies. Higher education can contribute to the realisation of human rights and capabilities to pursue the freedoms people value. Rights-based and capability theories critically engage with human capital and modernisation theories. Anti-essentialist understanding assumes that higher education can offer more than skills, knowledge, and credentials. University education can develop individuals’ agency freedom to pursue big ideals and pragmatic choices that they value, irrespective of their social and ethnic background, gender and sexuality. All in all, anti-essentialism is about the freedom to choose valuable domains of human development, avoiding the essentialisation of any particular aspect of development.

Individuals, collectives of individuals, universities, and nation-states are potential agents of development. They require freedoms to support development. The majority of low- and lower-middle-income countries, their institutions, and populations have limited traditions of personal, political, or academic freedoms to pursue what they value. In other words, they have limited capacity to act. At the same time, it has been shown that higher education systems, institutions, and individuals at universities require freedoms to realise the benefits that higher education can bring (Chankseliani et al., Citation 2021 ).

Realisation of freedoms is linked with the capabilities and resources available to individuals and universities, and the socio-political arrangements in which agents of development are embedded. Sen ( Citation 1992 ) calls this concept ‘effective freedom’. Generating change also requires agency and this is where agency freedom comes into play. Agency freedom denotes the active human will to achieve freedom for oneself and others. As I explained in a study of how universities in former Soviet countries see their contributions to development (Chankseliani et al., Citation 2021 ), one important type of freedom is the freedom to imagine. To what extent do universities and academics nurture the freedom to imagine university contributions to development that go beyond the essentialist understanding? Jean-Paul Sartre ( Citation 2004 ) argued that ‘for consciousness to be able to imagine, it must be able to escape from the world by its very nature, it must be able to stand back from the world by its own efforts. In a word, it must be free’ (p. 184).

Thus, higher education’s contributions to international development can be explained in different ways. While there are exceptions (Boni & Walker, Citation 2016 ; Chankseliani, Citation 2018 ), the bulk of the existing scholarship on this topic is normally underpinned by essentialist assumptions of human capital and modernisation. The essentialist and anti-essentialist conceptualisations complement each other. A holistic understanding of university contributions to development would encompass all of the essentialist and anti-essentialist ways of looking at this important but empirically elusive link (Chankseliani et al., Citation 2021 ).

Post-foundationalist approach

There has been some discursive interest in post-foundationalist exploration in higher education scholarship and in social sciences more broadly. Inspired by the works of Ivan Illich and Michael Foucault, a number of scholars started to question the development paradigm already in the 1980s-1990s, in the period of post-everything. Among these were Gustavo Esteva, Wolfgang Sachs, Arturo Escobar, and Majid Rahnema. ‘The time is ripe to write its obituary’, noted Sachs in Citation 1992 in the introduction of The Development Dictionary (p. 1). In the same volume, Escobar indicates that ‘the practices that still survive in the Third World despite development thus point the way to moving beyond social change and, in the long run, to entering a post-development, post-economic era’ (p. 144). For more than three decades, post-development thinkers have engaged in a fundamental critique of development, questioning the idea of development as such. Post-development thinking is opposed to universalising a certain model of society and engages critically with the logic of development that assumes the belief in endless progress, modernisation, economic growth, and unlimited accumulation. Post-development rejects all assumptions of the development paradigm.

Post-development turns to alternatives. Alternatives to the existing models of development, politics, the economy and knowledge. Buen vivir (‘good living’) is one alternative to the idea of ‘development’ which emerged in indigenous cultures in Latin America. Buen vivir focuses on living in harmony with nature, following principles of reciprocity, complementarity, solidarity, and non-violence; it rejects the idea of indefinite economic growth, encouraging inward contemplation and living in the world but not off it (Brown & McCowan, Citation 2018 ). Buen vivir ’s broad principles relevant to higher education include: epistemological pluralism; porosity of boundaries when classifying educational spaces, disciplines, and professionals; learning that brings together the abstract, technical, aesthetic, spiritual, and practical; cooperativism instead of competition; compassion and non-violence; collectivism that allows for learning collectively with humans and non-humans; cultivating meaningful livelihoods as opposed to alienating employability; and living in the present and seeing education as a state of being rather than for exchange value of qualifications (Brown & McCowan, Citation 2018 ). The idea of buen vivir is aligned with other post-developmental philosophies from around the world, such as African ubuntu which focuses on interconnectedness, belonging to a greater whole, valuing ecological health of the community as well as the individual; it nurtures principles of empathy, sharing and cooperation in human efforts to resolve common problems (Assié-Lumumba, Citation 2016 ; Brock-Utne, Citation 2016 ; Murove, Citation 2012 ; Tutu, Citation 2000 ).

Within the field of higher education, the post-foundationalist, post-development paradigm remains marginal. Post-development is also far from achieving an agenda-setting role within global communities of academics and practitioners working in international development higher education.

Reinvigoration of international development higher education

The majority of scholarship in international development higher education falls within one of the two epistemological strands: broad-brush, big picture, quantitatively oriented scholarship or more nuanced, context-specific, and qualitatively oriented research. Both of these strands have had one characteristic in common – their gaze which has been largely focused on all things outside the lecture halls, outside the seminar rooms, outside teaching and learning. A large body of literature on higher education in low- and lower-middle-income countries focuses on access to higher education, specifically disparities in access by socio-economic status, geographic location, race/ethnicity and other characteristics (ADB, Citation 2012 ; Chankseliani, Citation 2013b , Citation 2013a , Citation 2016 ; Chankseliani et al., Citation 2020 ; Dudley-Jenkins & Moses, Citation 2014 ; Meyer et al., Citation 2013 ). The paper will now discuss two possible ways forward in the field.

Perhaps the reinvigoration of research in international development higher education can come from more attention to pedagogy (i.e. teaching and learning). Imagine how much more could be learnt on how higher education contributes to what we call development in various contexts by having a better understanding of how teaching and learning work at different types of institutions in different places. Research in higher education pedagogies has been largely concentrated within the national space of higher education scholarship. The understanding of self-formation within universities at home (for example, for Uzbek students at home, in Uzbekistan) and abroad (for Uzbek students abroad, in Britain or Russia) would be much more effective through the research exploring teaching and learning practices in these diverse geographic and institutional contexts. By further embedding research in psychology, higher education scholarship would be better able to tackle a number of important empirical puzzles when it comes to the understanding of how the process of learning within higher education shapes individuals – their mindset, their civic consciousness, or professional expertise – across different global contexts.

For the purposes of improving the understanding of links between higher education and development, it would be useful to have more and better knowledge of what happens at developmental universities. Higher education literature recognises the existence of various models of university. One of these is a developmental university which assumes a close connection of university with local needs and focus on the short term. Developmental universities, most of them in Africa and Latin America, are oriented on equipping students with skills and knowledge immediately relevant to the local/national context. An example of a developmental university is the University of Development Studies in Ghana. Developmental universities are normally located outside capital cities. They conduct mostly applied research to find solutions to local challenges and engage with local communities in areas such as health clinics, adult education, and agro-tourism (McCowan, Citation 2019 ). Their impact is mostly non-academic and they focus on the short term. What matters to the developmental university is relevance to the immediate needs of society and the economy. The roots of contemporary developmental universities are found in the US land-grant universities, Japanese national university, and Soviet university (Coleman, Citation 1986 ). According to McCowan ( Citation 2019 ), this model corresponds most closely to the ideal vision of higher education outlined in the United Nations Sustainable Development Goals. It has also been argued that developmental universities can ‘democratise knowledge’ (Arocena et al., Citation 2015 ). But what kind of knowledge can they democratise? Might the democratisation of purely instrumental knowledge support the perpetuation of disadvantage?

McCowan ( Citation 2019 ) also outlines an idea of post-development university. Deinstitutionalisation and support for the ecology of knowledges are two characteristics of post-development university. Following Illich’s ideas, McCowan explains that deinstitutionalisation serves the removal of major impediments that obstruct knowledge and disempower individuals, such as: educational professionals who can discredit other sources of learning; diplomas which can encourage obsessive thirst for qualifications and teaching to the test; hidden curriculum which can make specific norms more attractive than others (competition vs collaboration); and the self-reproductive cycle which projects the education system into the future (McCowan, Citation 2019 , p. 289). The post-development university model builds on and goes beyond the ideas of Paulo Freire ( Citation 1972 ) and Boaventura de Sousa Santos ( Citation 2014 ). Examples of post-development universities would include Unitierra in Mexico or the Rio Negro Institute of Indigenous Knowledge and Research in Brazil (McCowan, Citation 2019 ).

The two types of new evidence on what happens in the classroom – on student self-formation and on developmental (and perhaps post-development) universities – would also help us understand how the curriculum, the ways in which it is taught, and the ways students learn within higher education can impact higher education’s approaches and contributions to development.

Has the idea of international development become obsolete?

‘International development’ is a discursive product of the post-WWII period. The concepts of ‘third world’ or ‘underdevelopment’ did not exist before that period. The well-established concept of international development is underpinned by modernisation theory and rests on modernist assumptions about the inevitability of progress, objectivity of knowledge, the existence of expert knowledge and the hierarchy of evidence, disciplines, and knowledges, and the linearity of development.

The concept of international development is also neo-colonial, perpetuating uneven power relations and the epistemological legacy of the post-colonial period. International development literature has solidified the dependency upon and the supremacy of the Western knowledge and expertise. International development is all about the development of the national contexts that are not our own national contexts. International development is all about the development of ‘the other’, treating the patient, rather than developing oneself, the agent. Considering the modernist assumptions and the neo-colonial nature, international development cannot escape ethnocentrism – viewing other cultures from the perspective of one’s own culture; the belief in the superiority of one’s own culture.

Knowledge is a product of time. Language is a product of time. The modernist, neo-colonial, and ethnocentric assumptions constrain the broader use of the international development lens to allow for the realisation of anti-essentialist understanding of development and, therefore, these assumptions make the lens obsolete for knowledge creation in this day and age. If we strip out international development of the modernist, neo-colonial, and ethnocentric assumptions, we would be left with the basal idea of ‘development’ that has equivalents in many languages and means broadly: change, growth, transformation, or improvement over a period of time. Development in this sense encompasses sub-national/local, national, regional, and global scales – it is not only about the other, it is not only about linearity. Development and its synonyms listed above can also refer to different domains of human life, including but not limited to the economic, social, educational, artistic, agricultural, environmental, emotional, and cultural.

a comprehensive economic, social, cultural and political process, which aims at the constant improvement of the well-being of the entire population and of all individuals on the basis of their active, free and meaningful participation in development and in the fair distribution of benefits resulting therefrom. (United Nations, Citation 1986 )

Building on this definition, glonacal development can be seen an agency-based process of self-realisation of individuals, collectives of individuals, and nation-states that expands individual and collective freedoms and ultimately leads to development, understood broadly (Chankseliani et al., Citation 2021 ). Higher education institutions operate within these three dimensions which are ‘heterogeneous in form and purpose. In the national dimension the purpose is the nation as an end in itself. The global dimension has no purpose. There the university is its own purpose’ (Marginson, Citation 2011 , p. 412).

In order to be effective in supporting glonacal development, research on higher education in LLMICs needs to explore the ways in which universities can practice their freedoms and resist being exclusively tied to the immediate interests of the nation-state; the ways in which universities can educate individuals, following high standards, not only in a narrow human-capital understanding but also more holistically, developing humanistic values in critically thinking, environment-friendly, and politically active citizens. Therefore, perhaps any future scholarly discussions need to start with the consideration of core expectations when it comes to higher education’s developmental mission, and of conditions that would be conducive to the achievement of these expectations. A holistic approach to university contributions to glonacal development would encompass essentialist outcomes and anti-essentialist imaginaries. And the foundational condition for this holistic approach would be for the agents – individuals, collectives of individuals, and nation-states – to nurture freedoms.

Moving the field forward, perhaps thinking about development as embedded within these three distinct scales, and delinking development from ‘international’, will allow us as scholars and practitioners to become less bound by nation-state borders, and more conscious of the local nuance and the global connectedness. Glonacal development would be a more inclusive concept that can substitute ‘international development’, by neither rejecting the development paradigm nor entirely focusing on the discursive problematisation. I expect the future scholarship to build on the substantial plurality of views that exists within the international (development) space in higher education and to move in two directions – a foundationalist direction of reframing ‘international’ into global, national and local developments, and a post-foundationalist direction of post-development. One characteristic that brings these two directions together is a strong interest in the local dimension.

No potential conflict of interest was reported by the author.

Notes on contributors

Maia chankseliani.

Maia Chankseliani (EdM Harvard, PhD Cambridge) is Associate Professor of Comparative and International Education at the University of Oxford. She leads a flagship master’s course in Comparative and International Education and convenes the Comparative and International Education Research Group at the Department of Education. Maia Chankseliani’s research on tertiary education - higher education, university-based research, and VET/apprenticeships - focuses on the societal, institutional, and policy processes that shape tertiary education and the potential of tertiary education and research for transforming societies. Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, US State Department, World Bank, British Council, Qatar Foundation, USAID, UNICEF, the European Commission. Maia Chankseliani is Associate Editor of International Journal of Educational Research and a member of the editorial board of Compare: A Journal of Comparative and International Education . She also serves on the College of Reviewers at British Educational Research Association (BERA) and the Executive Committee of the Education and Development Forum (UKFIET). Twitter account: @MChankseliani

1. In this journal, Gundara ( Citation 1990 ) defined ‘the other’ as ‘an outsider who does not belong’ (p. 101).

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• Bodleian Libraries
• Oxford LibGuides
• International Development
• Journals & working papers

International Development: Journals & working papers

• News sources & analysis
• Introduction

A journal is a regular publication (monthly, yearly, etc.) in which you will find academic and research articles. The articles present current research and are critiqued by experts before publication, so you can be confident of their quality. The majority of journals held by the Bodleian Libraries in both physical and electronic formats can be searched via SOLO , as can the individual articles within ejournals.

Working Papers are pre-publication versions of academic articles, book chapters, technical papers, or reviews. Authors may release working papers to share ideas or to receive feedback on their work. This is done before the author submits the final version of the paper to a peer reviewed journal or conference for publication. Working paper can be cited by other peer-reviewed work.

On this page you will find guidance on how to search for and access print and ejournals, as well as grey literature.

Definitions

Terms you may encounter in your research.

(Academic) Journal: A regular publication of academic and research articles.

Serial: A broad term that refers to items published in a series but the items are separate and standalone. Examples include indexes, yearbooks and some journals.

Periodical: A regular publication that includes articles, stories and other text. Magazines and newspapers are examples of these.

Conference proceedings: The published record of a conference.

Full-text: This means you can read the item in full from beginning to end, not just the abstract or summary.

Platform: This refers to the site on which you can find and access the journal.

Working, or Research, or Discussion Papers: Pre-publication not peer-reviewed versions of academic articles, book chapters, or reviews which are are in progress, under submission, or in press and forthcoming elsewhere.

Grey literature:

The generic term 'grey literature' is used to describe a wide range of different information formats produced outside of traditional publishing and distribution channels, and which is often not well represented in indexing databases. Examples include: working and discussion papers, policy briefs, pamphlets, newsletters, blogs and dissertations.

Bibliographic database: A searchable platform that contains descriptive records of articles, books, conference proceedings, audio-visual material, maps, newspapers, and more.

Abstracting service: Used to refer to a bibliographic database, the service provides abstracts of publications.

Indexing service: Used to refer to a bibliographic database, the service provides descriptors to help organise and navigate publications.

Electronic journals (ejournals)

• Key ejournals
• Ejournal Collections
• Tables of Contents Services
• Free Resources

Ejournals are digital versions of select types of serial publications. Broadly speaking they come in two forms: they are either 'born digital' or are digital reproductions of physical works.

The tabs at the top of this section list key ejournals, ejournal collections, tables of contents services and free online resources relevant to the study of international development.

Members of Oxford University can use ejournals that the Bodleian Libraries have purchased for free. Search for them on  SOLO . They can be read on a desktop computer, laptop, tablet, e-reader or mobile phone; you just need your Oxford Single Sign On to access them. Individually purchased ejournals are all searchable on SOLO, but not all purchased ejournal  collections  are, so it is important to visit the websites of ejournal collections too. Look at the 'ejournal collections' tab above.

Note, some ejournals have restrictive access and usage terms, for example they can only be read by one person at a time.

Some books are acquired via 'electronic Legal Deposit'. These must be read on a library desktop computer in one of the Bodleian Libraries. Further information on how to identify and access electronic Legal Deposit items on SOLO is at the link below.

• Electronic Legal Deposit guide

Help with ejournals

The links below are provided for those wishing to learn more about ejournals.

• Online and Remote Access Information on accessing Bodleian Libraries content remotely.
• University of Oxford E-resources Blog The e-resources team use this blog to help keep you informed of news and changes in the world of ejournals and databases.

Below you will find key texts for International Development..

Depending on the journal provider, you may need to use your Oxford Single Sign On  to access materials.

• Oxford Development Studies Oxford Development Studies is a peer-reviewed journal that provides a forum for rigorous and critical analysis of the processes of social, political, and economic change that characterise development.
• Journal of Development Studies The Journal of Development Studies was the first and is one of the best known international journals in the area of development studies. Since its foundation in 1964, it has published many seminal articles on development and opened up new areas of debate
• Journal of Development Economics The Journal of Development Economics publishes original research papers relating to all aspects of economic development - from immediate policy concerns to structural problems of underdevelopment. The emphasis is on quantitative or analytical work, which is novel and relevant.
• World Development World Development is a multi-disciplinary monthly journal of development studies. It seeks to explore ways of improving standards of living, and the human condition generally, by examining potential solutions to problems such as: poverty, unemployment, malnutrition, disease, lack of shelter, environmental degradation, inadequate scientific and technological resources, trade and payments imbalances, international debt, gender and ethnic discrimination, militarism and civil conflict, and lack of popular participation in economic and political life.

The following is a list of ejournal collections and journal indexing services applicable to those studying international development at Oxford. Not all ejournal collections are available on SOLO, so it is important to visit ejournal collection websites to expand your search.

The platforms that host ejournal collections allow you to browse and search across all ejournals on their site and encounter titles of interest you may not have otherwise found. Unlike search engines, such as Google, these platforms allow you to effectively refine your search. You can be confident content is credible as it has been collated by the platform editors. It is clear where articles can be read for free through the Bodleian Libraries' subscriptions.

The ejournal collections have been selected by the Bodleian Libraries and you are able to access them for free because of institutional subscriptions. You will need your Oxford Single Sign On to access the ebooks if you are not on the University network.

ASSIA: Applied Social Sciences Index and Abstracts on the Web is an indexing and abstracting tool covering health, social services, economics, politics, race relations and education. Updated monthly, ASSIA provides a comprehensive source of social science and health information for the practical and academic professional.

ASSIA currently contains over 255,000 records from 650 journals in 16 different countries, including the UK and US. 1987 - current.

EconLit provides citations, with selected abstracts, to the international publications on economics since 1969.EconLit covers a broad range of document types, including journal articles, books, dissertations,and articles in collective works.

The International Bibliography of the Social Sciences is a bibliographic database compiled by the British Library of Political & Economic Science of the London School of Economics & Political Science. This database contains bibliographic information from an international selection of publications (including over 2600 journals) in the fields of economics, political science, sociology, and anthropology. The bibliographic data in respect of the years prior to 1987 was originally compiled by the International Committee for Social Science Information and Documentation, and provided by courtesy of the International Committee for Social Science Information and Documentation and UNESCO.

JSTOR is a not-for-profit organization with a dual mission to create and maintain a trusted archive of important scholarly journals, and to provide access to these journals as widely as possible. JSTOR offers researchers the ability to retrieve high-resolution, scanned images of journal issues and pages as they were originally designed, printed, and illustrated. The journals archived in JSTOR span many disciplines.

Originally conceived as a project at The Andrew W. Mellon Foundation, JSTOR began as an effort to ease the increasing problems faced by libraries seeking to provide adequate shelf space for the long runs of backfiles of scholarly journals. JSTOR is not a current issues database. Because of JSTOR's archival mission, there is a gap, typically from 1 to 5 years, between the most recently published journal issue and the back issues available in JSTOR.

Browse journals published by Oxford University Press.

An online archive of digitized, full-image journal articles, Periodicals Archive Online (formerly PCI Full Text) offers unprecedented access to international, scholarly literature in the humanities and social sciences disciplines from 1802 to 2000. Many journals are non-English. Oxford has access to Collections 0–9, Jisc Collection and Jisc Collection 2. Contents includes The Spectator from 1828 to 2000.

Note that Periodicals Archive Online is separate from other ProQuest databases such as British Periodicals.

• ProQuest Social Science Premium Collection‎ more... less... This collection provides access to databases covering international literature in social sciences, including politics, public policy, sociology, social work, anthropology, criminology, linguistics, library science, and education. Featured databases include IBSS, Sociological Abstracts and Worldwide Political Science Abstracts. Together, they provide abstracts, indexing and full-text coverage of journal articles, books, book chapters, dissertations, working papers, and more. Included databases: Criminology Collection Education Collection International Bibliography of the Social Sciences (IBSS) Library & Information Science Collection Linguistics Collection Politics Collection Social Science Database

Scopus is a bibliographic database for science, medicine and some social sciences. It covers over 25,000 journals and over 300,000 books from over 7,000 publishers worldwide, providing access to over 90 million records going back as far as the 18th century.

• Web of Science Remote access requires Oxford SSO Register and create and maintain a list of journals that you frequently read with Current Contents Connect. Journal Alerts will automatically email you publications when the latest issue of journal is added to the database. You can also use this list to create and maintain the latest Table of Contents via email alerts. more... less... Alternative names: WoK ; WoS ; Web of Knowledge. Provides access to and cross-searching of databases in the science, technology, engineering, mathematics, medicine, social sciences and humanities. It includes Science Citation Index, Social Sciences Citation Index, Arts and Humanities Citation Index, Data Citation Index. Also provides access to Journal Citation Reports for sciences and social sciences.
• JournalTOCs A searchable collection of scholarly journal Tables of Contents (TOCs). more... less... Makes it easy to keep up-to-date with newly published scholarly material by enabling users to find, display, store, combine and reuse thousands of journal tables of contents from multiple publishers.

The following is a list of ejournal collections applicable to those studying International Development at Oxford and freely available on the web.

You do not need your Oxford Single Sign On to access these collections. Note, they are different to the ejournals subscribed to by the Bodleian Libraries for which you need your Single Sign On for access.

• BASE BASE (Bielefeld Academic Search Engine), operated by Bielefel University Library, is one of the world's most voluminous search engines for academic web resources. BASE provides more than 150 million documents from more than 7,000 sources. You can access the full texts of about 60% of the indexed documents for free.
• CORE CORE (COnnecting REpositories) is supported by the Open University and JISC. Its mission is to aggregate all Open Access research outputs from repositories and journals worldwide and make them available to the public.
• DOAJ The Directory of Open Access Journals (DOAJ) is a community-curated online directory that indexes and provides access to high quality, open access, peer-reviewed journals.
• Google Scholar Used to search for scholarly literature including articles, theses, abstracts and books from a variety of publishers.
• JSTOR JSTOR's collection of OA journals offers broad coverage in the field of humanities as well as other subject areas. You can create an account to access further content.
• OpenDOAR OpenDOAR is the quality-assured, global Directory of Open Access Repositories. You can search and browse through thousands of registered repositories based on a range of features, such as location, software or type of material held. Try it out for yourself:
• Oxford University Research Archive (ORA) ORA provides a single point of public access to electronic copies of peer-reviewed journal articles, conference proceedings by Oxford authors and Oxford research theses.

Physical journals

• Principal Collections

The tabs at the top of this section list Oxford University libraries with print journals of interest to those studying International Development. A lot of journals are available online but some are still in print, especially those published before the introduction of computers and online journals, and they have not all been digitised.

Help with print journals

For those wishing to learn more about searching for journals in Oxford, we recommend the following guide:

• SOLO: Search Oxford Libraries Online guide A guide for students and researchers at the University of Oxford, or those visiting, who seek support in using the Bodleian Libraries resource discovery tool, SOLO.
• Bodleian Social Science Library Houses a number of print journals runs relating to International Development including Development and Cooperation: D&C. Print journals are arranged alphabetically by title on the open shelves in the SSL.
• Bodleian Library The Bodleian Library is the University's largest library, with holdings numbering several million items. It offers access to many journals, to be read within the library itself, the majority of which are stored offsite. Journals stored offsite need to be requested to a reading room via SOLO, or you can request a scan to be sent to your email.

Grey literature (working papers and reports)

• Key databases
• Key working paper series
• Free online resources
• Keyword searching help

The tabs at the top of this section list the key access points for locating grey literature documents and reports.  In addition to the principal international development working papers print collection held in the Social Science Library Oxford also subscribes to a number of subscription collections and platforms offering access to full-text working papers, research reports and conference papers for the subject area.  There are also a number of research and NGO websites providing free access to this type of material.

The principal collections for international development working papers, discussion papers and research reports are held in the  Bodleian Social Science Library .  

In addition the Social Science Library also houses the unique Refugee Studies Centre grey literature collection. This includes the following formats of material:

• conference proceedings,
• field trip reports,
• research documents,
• newsletters from a wide range of academic departments, NGOs, and individuals.

Most of these materials have a geographical orientation, dealing with policy or practice in a particular region or country. Particular strengths include southern and East Africa, western Europe, the Middle East, and South and South East Asia. Date coverage is mostly from the mid-1980s to the present day.

Use  SOLO  to locate these documents.  Keyword searching  in SOLO is facilitated by the use of specialised subject terms taken from the  International Thesaurus of Refugee Terminology . The collection is in closed access stacks called  RSC Boxes  in SOLO.  Please ask Issue Desk staff to fetch items for you.

Some of these documents were scanned as part of the  Forced Migration Online Digital Library Project (FMO) .  These can be search on SOLO by limiting your search on the drop down menu to the right of the search box. Scroll down to the very end of the list.

Classification

The grey literature is organised geographically and thematically, according to the classification scheme created by the former RSC Library in conjunction with the British Refugee Council. The classification consists of a country/region code followed by a subject code. See below for PDF lists of the codes used.

 Sort Document / File Group  

 Add / Reorder  

Below are some key databases providing access to working papers applicable to those studying international development at Oxford. 

Depending on the database provider, you may need to use your  Oxford Single Sign On  to access materials

BASE is the multi-disciplinary search engine to scholarly internet resources at Bielefeld University, provided and developed by the Bielefeld University Library.

BASE complements the current metasearch system for catalogues and databases of the Bielefeld Digital Library by disclosing multiple scholarly full text archives, digital repositories and preprint servers on the World Wide Web.

BASE characteristics include:

* Intellectual selection of resources

* Indexes only qualified academic online resources from all academic disciplines

* Transparency on the data resources included in BASE through an inventory

* Searches metadata and full text (depending on the data source)

* Discloses internet resources of the "deep web", that are not indexed by commercial search engines (such as 500,000 digitised pages of historical journals and review organs of the German Enlightenment)

* Displays search results as bibliographic data and full text hits

* Various options to sort result sets

* Search refinement for authors, keywords, document type, language etc.)

Columbia International Affairs Online (CIAO) is the most comprehensive source for theory and research in international affairs. It publishes a wide range of scholarship from 1991 onward that includes working papers from university research institutes, occasional papers series from NGOs, foundation-funded research projects, proceedings from conferences, books, journals and policy briefs.

CIAO is also widely-recognized source for teaching materials including original case studies written by leading international affairs experts, course packs of background readings for history and political science classes, and special features like the analysis of a bin Laden recruitment tape with video.

All sections of CIAO are updated monthly.

Eldis is one of a family of knowledge services from the Institute of Development Studies, Sussex and aims to share the best in development, policy, practice and research.

Eldis offers:

* 18,000 online full text documents

We maintain an ever-growing collection of editorially selected and abstracted full-text, online documents selected by our editors from more than 4,500 different publishers. All documents are available free of charge

* Eldis Resource Guides

Our 30 subject-focused guides offer quick access to key documents, organisations, research themes, discussions and other key resources

* Eldis Email Newsletters

Our email news services bring the latest research to your mail-box on 35 topics

* Eldis Newsfeeds

Add an Eldis RSS newsfeed to your website or newsreader for the latest information on 25 topics

* Eldis Country Profiles

Offers materials from our database arranged by country, plus quick links to country briefing services on other websites

* News, Events and Jobs

Our selection of recent development news, announcements, email newsletters and job adverts

Google Scholar searches academic publishers, professional societies and pre-print archives.

The Oxfam Policy & Practice website provides free access to 3,300 research reports, journal articles, policy briefs, programme evaluations and training resources, as well as a growing list of eBooks available in iBook and Kindle formats.

Subjects include: Agriculture, Climate change, Conflict, Disaster preparedness, Food security, Gender, Health, Private sector, Politics, Trade, and many more.

Content is open access, with no restrictions or protection.

Archive of social science papers including legal papers.

Viewing papers on the SSRN website does not require registration. You can register an account on SSRN using an .ox.ac.uk email address to subscribe to eJournals for email alerts in the following networks:

• Economics Research Network
• Financial Economics Network
• Legal Scholarship Network
• Management Research Network

ODID (Oxford Department of International Development) Working Papers  

The department has its own working papers series reflecting the work in progress of members of the department. Departmental research groups also have individual series.

Contribute to research on OPHI’s two main themes: multidimensional measurement (of poverty, wellbeing and inequality) and the missing dimensions of poverty data.

Working papers and policy briefs from the Refugee Studies Centre

The centre engages in interdisciplinary research into innovation, technology and management throughout the developing world.

An international research project investigating the changing nature of childhood poverty - tracking the changing lives of 12,000 children in Ethiopia, India, Peru, and Vietnam over a 15-year period.

• COMPAS - reports and working papers Publications from the Centre on Migration, Policy and Society (COMPAS), a research centre at the University of Oxford
• International Migration Institute (IMI) Working papers from the IMI, based at the Amsterdam Institute for Social Science Research
• Institute of Development Studies (University of Sussex)

In addition to resources the Bodleian Libraries purchases, there are a number of alternative free online resources available via IGOs and NGOs to support the study of international development.

• European Council on Refugees and Exiles (ECRE)
• Human Rights Watch (HRW)
• Internal Displacement Monitoring Centre (IDMC)
• International Migration Institute
• Migration Observatory
• MigrationOxford

Dictionaries and glossaries of terminology can provide useful keywords and definitions for research and database searching for literature. Examples of such reference tools for international development and related issues are listed below.

• Key migration terms / IOM Guide to the key terms and concepts on migration, published by the International Organization for Migration (IOM).
• ReliefWeb Glossary of Humanitarian Terms Compilation of humanitarian terms from glossaries and reference materials.

Recommend a journal

If the Bodleian Libraries don't have the journal or article you are looking for, you can make a recommendation by completing the form below ( Oxford Single-Sign On required).

• Recommend a purchase

Inter-library requests

If the Bodleian Libraries don't have the journal you are looking for, we may be able to source it through Oxford's inter-library request service.

• Inter-library Requests Online Form Request on SOLO via the 'Need more?' link at the top of the page. You'll need to log in with your Single Sign-On (SSO) or Bodleian Libraries account details. Please check SOLO thoroughly to make sure an Oxford library does not hold the material you need.

• BrowZine Intended for staff and students of Oxford University wishing to learn more about BrowZine.
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• Last Updated: Aug 23, 2024 12:03 PM
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Stanford University

International Development

Research spotlight, causes of indonesia’s forest fires, fateful decisions: choices that will shape china's future, do immigrants assimilate more slowly today than in the past.

Lisa Blaydes

Ertharin Cousin

Alberto Díaz-Cayeros

Prashant Loyalka

Upcoming events, putting the second reaim summit into context.

• Tobias Vestner ,
• Simon Cleobury

Beyond Power Transitions

The Lessons of East Asian History and the Future of U.S.-China Relations

How Persuasive is AI-Generated Propaganda?

• Shelby Grossman ,
• Josh A. Goldstein ,
• Alex Stamos

This brief presents the findings of an experiment that measures how persuasive AI-generated propaganda is compared to foreign propaganda articles written by humans.

A ramp-up in nuclear weapons is not always a bad thing

• Rose Gottemoeller

US expansion could play an important role in bringing China and Russia back to the negotiating table

Toward a Portfolio Theory of Talent Development

• Gi-Wook Shin ,
• Haley Gordon

Insights from Financial Theory, Illustrations from the Asia-Pacific

Policy Roundup: August 2024

Manipulating authoritarian citizenship.

• Samantha Vortherms

Security, Development, and Local Membership in China

Rules of Engagement as a Regulatory Framework for Military Artificial Intelligence

• Tobias Vestner

Walking Out

• Michael Beeman

America’s New Trade Policy in the Asia-Pacific and Beyond

Geo-Political Rivalry and Anti-Immigrant Sentiment: A Conjoint Experiment in 22 Countries

• Kiyoteru Tsutsui ,
• Andreas Wimmer ,
• Bart Bonikowski ,
• Charles Crabtree ,
• Zheng Fu, Matthew Golder

KFAS-Stanford Sustainable Democracy Roundtable 2024 Conference Report

Strengthening taiwan's critical digital lifeline.

• Charles Mok ,
• Kenny Huang

Policy Roundup: July 2024

Evidence of turmeric adulteration with lead chromate across south asia.

• Jenna E. Forsyth ,
• Dinsha Mistree ,
• Emily Nash ,
• Manyu Angrish ,
• Stephen P. Luby

Marking Progress in the Online Child Safety Ecosystem

• Riana Pfefferkorn

The online child safety ecosystem has already witnessed several key improvements in the months following the April publication of a landmark Stanford Internet Observatory (SIO) report , writes Riana Pfefferkorn, formerly a research scholar at the SIO and now a policy fellow at the Stanford Institute for Human-Centered Artificial Intelligence (HAI).

Trading stocks builds financial confidence and compresses the gender gap

• Saumitra Jha ,
• Moses Shayo

The Connection between Sleep Patterns and Mental Health: Insights from Rural Chinese Students

• Jiayang Lyu ,
• Songqing Jin ,
• Cindy Feng ,
• Scott Rozelle ,

Background: The association between sleep patterns and young students’ mental health, which is crucial for their development, remains understudied in rural China. Therefore, the relationship between sleep patterns and mental health among primary and junior high school students in rural China was examined. Method: A total of 1592 primary and junior high school students from rural areas of Gansu Province were surveyed, and the Depression Anxiety and Stress Scale (DASS) was utilized to assess mental health, alongside self-reported data on their daily sleep patterns. Results: Significant sleep inadequacies were identified: 28% of students received less than 8 h of sleep on weekdays, and 19% went to bed later than recommended. On weekends, 38% of students had delayed bedtimes, though only 7.2% received less than 8 h of sleep. Notably, a “U-shaped” relationship was uncovered between sleep duration and mental health for students on weekends, with optimal mental health correlated with receiving 10–11 h of sleep, while both shorter and longer sleep durations on weekends worsened outcomes. This pattern is absent on weekdays. Additionally, adequate sleep and an earlier bedtime was linked to a 6–8% decrease in mental health risks. Conclusions: These findings provide valuable insights for policymakers seeking to enhance student mental well-being in rural settings, emphasizing the importance of implementing measures that promote balanced sleep habits among young students.

Risking Escalation for the Sake of Efficiency: Ethical Implications of AI Decision-Making in Conflicts

• Max Lamparth

Can a Teacher Salary Increase Promote Students' Educational Performance?

• Tianyang Liu ,
• Baozhong Su ,
• Jingjing Wang ,
• Scott Rozelle

Policymakers in China have attempted to improve the quality of rural education by investing in teacher salaries through initiatives like the Rural Teachers Support Plan (RTSP). This study estimates the effects of teacher salary increase on students' educational outcomes in rural China by utilizing the exogenous variations of rural teacher salaries induced by the RTSP. It employs an intensity-based difference-in-differences strategy and panel data from 2010 to 2018 with 3,351 rural children. The findings reveal that an increase in teacher salaries had a significant positive impact on students' examination results. Moreover, the results of mechanism analysis indicate that salary increases could have both quality and quantity effects on students' outcomes by increasing the proportion of highly educated teachers and reducing the student–teacher ratio. Our findings contribute to the discussion on the importance of teacher salary incentives in education production functions and provide insights for other countries undertaking rural education reforms.

Rural China and the Gender Gap in Early Social-emotional Development

• Shanshan Li ,
• Xiyuan Jia ,
• Alexis Medina ,
• Ann Weber ,

Rural girls in China stay in school longer than boys and outperform them in many subjects. This gender gap suggests analogous disparities in early childhood development, a key factor in later educational outcomes. This study examines gender disparities in social-emotional development among 1,301 children aged 18–30 months in rural China. Results indicate that male children trail their female counterparts by 0.18 SD on average on the scale of standardized ASQ:SE score. A large share of the difference is driven by the bottom 10 % of children, where the magnitude of the gender gap (0.34 SD) is 1.9 times larger than at the median (0.19 SD). Demographic characteristics are uncorrelated with the gender gap in heterogeneity analysis, suggesting that the mechanisms underlying observed gender disparities are similar across rural Chinese households.

What’s in Hong Kong’s Proposed Critical Infrastructure Bill?

• Charles Mok

The new law seeks to regulate critical infrastructure operators responsible for “continuous delivery of essential services” and "maintaining important societal and economic activities."

Effects of Mindfulness and Life-Skills Training on Emotion Regulation and Anxiety Symptoms in Chinese Migrant Children: A Randomized Controlled Trial

• Luwan Lan ,
• Wanqing Liu ,
• Huan Wang ,
• Cody Abbey ,
• Manpreet Singh ,
• Xinshu She ,

Purpose China’s rapid urbanization has been associated with increased mental health challenges, especially in rural-to-urban migrant children. This study evaluates the effects of mindfulness and life-skills (LS) training on emotional regulation and anxiety symptoms from a randomized controlled trial aimed at improving the mental health of Chinese migrant children. Methods Two intervention arms—mindfulness training (MT) and MT plus LS mentorship (MT + LS)—were compared to a waitlist control group of 368 migrant children aged 9–17 years. Volunteers were trained to deliver interventions to 285 migrant children in small groups of 15 for eight weeks weekly. Social integration varied: migrant children mixed with local children at public schools were considered highly integrated, those in migrant-only classrooms at public schools had intermediate levels of integration, and children in private migrant schools had low integration. Emotion regulation and anxiety symptoms were assessed preintervention, postintervention, and three months postintervention. Results Postintervention and compared to the control group, children with high social integration in the MT arm showed increased cognitive reappraisal ability (p < .05) but higher physical anxiety (p < .01). Children with high social integration in the MT + LS arm had lower anxiety symptoms of harm avoidance (p < .01) and physical anxiety (p < .05). Children with low social integration in the MT + LS arm showed lower cognitive reappraisal (p < .01) and poorer overall emotion regulation abilities (p < .01). Three months later, children with intermediate integration in the MT + LS arm had lower separation anxiety (p < .05) and harm avoidance anxiety (p < .05). No other groups showed significant improvements in emotion regulation or reducing in anxiety symptoms three months postintervention. Discussion Mindfulness and LS training may benefit Chinese migrant children who have higher levels of social integration but increase anxiety in those with lower social integration. Future research should consider the sociocultural context in which a treatment is implemented.

Electronic Media Exposure, Parental Language Input, and Child Vocalizations in Rural and Peri-urban China

• Ming Zhou ,
• Zhaofeng Pang ,
• Andrew Rule ,

To examine the association between electronic media exposure and parental language input, Language Environment Analysis technology was used to collect data on electronic media exposure and parental language input in 158 peri-urban and rural households with children aged 18–24 months in southwestern China. The sounds children made and the sounds they heard were quantified. Multiple linear regression and quantile linear regression were used to determine the relationship between electronic media and the outcomes of interest. The results showed that each hour of electronic media exposure was associated with reduced conversational turn count (p < .05) and child vocalization count (p < .05). A large share of the reduction was driven by the higher quantile of children. Reductions associated with electronic exposure were also observed in number of segments and conversational turns. These results may help explain the association between child electronic media exposure and language delay in an under-studied and at-risk population.

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• Published: 09 September 2024

Navigating post-pandemic challenges through institutional research networks and talent management

• Muhammad Zada   ORCID: orcid.org/0000-0003-0466-4229 1 , 2 ,
• Imran Saeed 3 ,
• Jawad Khan   ORCID: orcid.org/0000-0002-6673-7617 4 &
• Shagufta Zada 5 , 6  

Humanities and Social Sciences Communications volume  11 , Article number:  1164 ( 2024 ) Cite this article

Metrics details

• Business and management

Institutions actively seek global talent to foster innovation in the contemporary landscape of scientific research, education, and technological progress. The COVID-19 pandemic underscored the importance of international collaboration as researchers and academicians faced limitations in accessing labs and conducting research experiments. This study uses a research collaboration system to examine the relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance. Further, this study underscores the moderating role of top management support. Using a time-lagged study design, data were collected from 363 participants in academic and research institutions. The results show a positive relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance using a research collaboration system. Moreover, top management support positively moderates the study’s hypothesized relationships. The study’s findings contribute significantly to existing knowledge in this field, with implications for academia, researchers, and government focused on technology transmission, talent management, research creative collaboration, supporting innovation, scientific research, technological progress, and preparing for future challenges.

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Introduction.

Global talent management and the talent hunt within research and educational institutions have become extensively discussed topics in international human resource management (HRM) (Al et al., 2022 ). Global talent management is intricately connected to the notion of finding, managing, and facilitating the fetch of research, skills, techniques, and knowledge among team members and progress in education and technology (Kwok, 2022 ; Sommer et al., 2017 ). This topic assumes a greater position when it is looked at through the lens of research, academicians, and educational institutions serving as a means of achieving scientific and technological advancement and performance (Kaliannan et al., 2023 ; Patnaik et al., 2022 ). Effective knowledge management and transfer occur between teams engaged in cross-border research collaborations (Davenport et al., 2002 ; Fasi, 2022 ). Effective team management, global talent recruitment, and the exchange of scientific knowledge across national boundaries face different challenges due to the swift growth of economic and political fanaticism. This is particularly evident in advanced economies that rely heavily on knowledge-based industries (Vaiman et al., 2018 ). Research and educational sectors are encountering significant challenges in effectively hunting and managing international talent, particularly in the aftermath of the COVID-19 pandemic, during which approximately half of the global workforce faced the possibility of job loss (Almeida et al., 2020 ; Radhamani et al., 2021 ). Due to the implementation of lockdown measures by governments, many research intuitions are facing significant issues, and the pandemic has changed the situation; work was stuck, and scientists around the globe are thinking to be prepared for this kind of situation, which is possible through the use scientific research collaboration platforms. These platforms serve as a means to exchange research and knowledge, which is crucial in the talent hunt and management (Haak-Saheem, 2020 ). In the situation above, wherein limitations exist regarding the exchange of research and knowledge within the institutions, it becomes imperative for the top management of institutions to incentivize employees to engage the team in knowledge sharing actively and achieve team-level scientific and technological advancement. It can be achieved by implementing a research collaboration system that facilitates knowledge exchange and contributes to effective talent hunt and management (Haider et al., 2022 ; Xu et al., 2024 ).

A research collaboration network is a tool for scientific and technological advancement and talent management encompassing various processes and practices to facilitate the sharing, integration, translation, and transformation of scientific knowledge (Biondi & Russo, 2022 ). During and after the COVID-19 era characterized by travel restrictions, research networking platforms serve as valuable tools for students and researchers located in variance regions to engage in the exchange of research knowledge and achieve team-level scientific and technological advancement (Yang et al., 2024 ). Enhancing intellectual capital (IC) within the organizations is imperative within this framework (Pellegrini et al., 2022 ; Vătămănescu et al., 2023 ). Intellectual capital (IC) is the intangible assets owned by an organization that has the potential to generate value (Stewart, 1991 ). An organization’s intellectual capital (IC) includes human and structural capital (Marinelli et al., 2022 ). According to Vătămănescu et al. ( 2023 ), the organization can effectively manage the skills and abilities of its team members across different countries by properly utilizing both human and structural capital and establishing a strong research collaboration system with the help of top management support. This capability remains intact even during and after the COVID-19 pandemic. This study emphasizes the importance of talent hunt and management within research and educational institutions in the post-COVID-19 pandemic because of every country’s following implementation of lockdown measures. Our study focuses on the implication of facilitating the exchange of research, knowledge, and techniques among team members during and after this period. The effective way to share research expertise and techniques in such a scenario is through a research collaboration network (O’Dwyer et al., 2023 ).

While previous research has extensively explored talent management in various industries (Al Ariss, Cascio, & Paauwe, 2014 ; Susanto, Sawitri, Ali, & Rony, 2023 ), a noticeable gap exists in the body of knowledge regarding the discussion of global talent acquisition and management within research and academic institutions, particularly within volatile environments and about scientific and technological advancements (Harsch & Festing, 2020 ). The objective of this research is to fill this research gap.1) To investigate the strategies of how research and educational institutions hunt and manage gobble talent. 2)To analyze the impact of human and structural capital and team scientific and technological performance using a research collaboration system. 3) To examine the moderating effect of top management support on the IC to use the research collation network among institution research teams and scientific and technological performance.

In addition, current research contributes significantly to the literature by elucidating the pivotal role of organizational intellectual capital in strengthening scientific and technological performance through research collaborative networks. This study advances our grip on how internal resources drive innovation and research outcomes by empirically demonstrating the positive association between human and structural capital and team-level scientific and technological performance. Furthermore, the current study highlights the moderating effect of top management support, suggesting that management commitment can amplify the benefits of intellectual capital (human and structural capital). These results show a subtle perspective on how organizations can influence their intellectual assets to foster higher levels of productivity and innovation. The study’s theoretical contributions lie in integrating resource-based views and organizational theory with performance metrics, while its practical implications provide actionable insights for institutions aiming to optimize their intellectual resources and management practices. This research also sets the stage for future inquiries into the dynamics of intellectual capital and management support in various collaborative contexts.

Research theories, literature review, and hypotheses development

Research theories.

The focus of the current study pertains to the challenges surrounding talent management within institutions during and after the COVID-19 pandemic(Fernandes et al., 2023 ). Global talent management is intently linked to the objective of enhancing the intellectual capital of the organization (Zada et al., 2023 ). Considering the COVID-19 pandemic, which raised much more attention toward scientific and technological advancement, the academic sector has noticed an observable shift towards utilizing research collaboration platforms to share scientific knowledge effectively and achieve scientific and technological performance. Intellectual capital encompasses five distinct resource categories, as identified by Roos and Roos ( 1997 ), comprising three immaterial and two touchable resources. Intangible resources such as human capital, structural capital, and customer capital are complemented by tangible resources, encompassing monetary and physical assets. Global talent management encompasses human and structural capital management (Felin & Hesterly, 2007 ). The enhancement of talent management capabilities within the institution can be achieved by cultivating institution-specific competencies in both human and structural capital (Al Ariss et al., 2014 ). This concept lines up with the theoretical background of the resource-based view (RBV) theory presented by Barney ( 1991 ). According to this theory, organizations should prioritize examining their core resources to recognize valuable assets, competencies, and capabilities that can contribute to attaining a sustainable competitive advantage (Barney, 1991 ).

During and after the COVID-19 scenario, virtual platforms are utilized by institutions to engage students and staff abroad in research and knowledge exchange, which is part of global talent management. Staff possessing adequate knowledge repositories will likely participate in knowledge exchange activities. Therefore, organizations must improve their internal resources to enhance talent management, as per the fundamental principle of the RBV theory (Barney, 1991 ). Enhancing internal resources entails strengthening an organization’s human capital, which refers to its staff’s scientific research and technical skills and knowledge and structural capital. Strengthening these two resources can facilitate the institution in effectively sharing knowledge through a research collaboration platform, consequently enhancing their global talent management endeavors and contributing to the team’s scientific and technological performance.

In this research, we also utilize institutional theory (Oliver, 1997 ) and Scott ( 2008 ) as a framework to examine the utilization of research collaboration social platforms by faculty of institutions. Our focus is on exchanging research and technical knowledge within the climate of global talent management during and after the COVID-19 epidemic. According to Scott ( 2008 ), “Institutional theory is a widely recognized theoretical framework emphasizing rational myths, isomorphism, and legitimacy (p. 78)”. For electronic data interchange, the theory has been utilized in technology adoption research (Damsgaard, Lyytinen ( 2001 )) and educational institutes (J. et al., 2007 ). In the pandemic situation, institutional theory provides researchers with a framework to analyze the motivations of employees within institutions to engage in teams to achieve team-level scientific and technological performance through a research collaboration system. According to institutional theory, organizations should utilize a research collaboration network to ensure that their staff do not need to compromise their established norms, values, and expectations. During the COVID-19 pandemic, numerous countries implemented limitations on international movement as a preventive measure. Consequently, there has been a growing identification of the potential importance of utilizing an institutional research collaboration platform for facilitating the online exchange of knowledge, skills, research techniques, and global talent management among employees of institutions operating across various countries. The active support of staff by the top management of an institution can play a key role in expediting the implementation of social networks for research collaboration within the institution (Zada et al., 2023 ).

Literature review

An institution’s scientific and technological advancement is contingent upon optimal resource utilization (Muñoz et al., 2022 ). Global talent hunt and management encompasses utilizing information and communication technologies (ICT) to provide a way for the exchange of research knowledge and techniques, thereby enabling the implementation of knowledge-based strategies (Muñoz et al., 2022 ). In a high research-level turbulent environment, it becomes imperative to effectively manage human capital (HUC) to facilitate the appropriate exchange of research knowledge and techniques (Salamzadeh, Tajpour, Hosseini, & Brahmi, 2023 ). Research shows that transferring research knowledge and techniques across national boundaries, exchanging best practices, and cultivating faculty skills are crucial factors in maintaining competitiveness (Farahian, Parhamnia, & Maleki, 2022 ; Shao & Ariss, 2020 ).

It is widely acknowledged in scholarly literature that there is a prevailing belief among individuals that talent possesses movability and that research knowledge and techniques can be readily transferred (Bakhsh et al., 2022 ; Council, 2012 ). However, it is essential to note that the matter is more complex than it may initially appear (Biondi & Russo, 2022 ). The proliferation of political and economic nationalism in developed knowledge-based economies poses a significant risk to exchanging research knowledge and techniques among faculty members in research and educational institutions worldwide (Arocena & Sutz, 2021 ). During and after COVID-19, knowledge transfer can be effectively facilitated by utilizing a research collaboration network platform (Duan & Li, 2023 ; Sulaiman et al., 2022 ). This circumstance is noticeable within the domain of international research and development, wherein academic professionals have the opportunity to utilize research collaboration platforms as a means of disseminating valuable research knowledge and techniques to their counterparts in various nations (Jain et al., 2022 ).

The scientific and technological advancement of institutions linked by intuition research and development level and research and development depend on the intuition’s quality of research, knowledge, and management (Anshari & Hamdan, 2022 ). However, there is a need to enhance the research team’s capacity to learn and transfer research knowledge and techniques effectively. Research suggests that institutional human capital (HUC) is critical in managing existing resources and hunting international talent, particularly after the COVID-19 pandemic (Sigala, Ren, Li, & Dioko, 2023 ). Human capital refers to the combined implicit and crystal clear knowledge of employees within an institution and their techniques and capabilities to effectively apply this knowledge to achieve scientific and technological advancements (Al-Tit et al., 2022 ). According to Baron and Armstrong ( 2007 ) Human capital refers to the abilities, knowledge, techniques, skills, and expertise of individuals, particularly research team members, that are relevant to the current task.

Furthermore, HUC encompasses the scope of individuals who can contribute to this reservoir of research knowledge, techniques, and expertise through individual learning. As the literature shows, the concept of IC encompasses the inclusion of structural capital (STC), which requires fortification through the implementation of a proper global talent acquisition and management system (Pak et al., 2023 ; Phan et al., 2020 ). STC encompasses various mechanisms to enhance an institution’s performance and productivity (Barpanda, 2021 ). STC is extensively acknowledged as an expedited framework for HUC, as discussed by Bontis ( 1998 ) and further explored by Gogan, Duran, and Draghici ( 2015 ). During and after the COVID-19 epidemic, a practical approach to global talent management involves leveraging research collaboration network platforms to facilitate knowledge exchange among research teams (Arslan et al., 2021 ). However, the crucial involvement of top management support is imperative to effectively manage talent by utilizing research collaboration network platforms for knowledge transfer (Zada et al., 2023 ). Nevertheless, the existing body of knowledge needs to adequately explore the topic of talent management about knowledge transfer on research collaboration platforms, particularly in the context of institution-active management support (Tan & Md. Noor, 2013 ).

Conceptual model and research hypothesis

By analyzing pertinent literature and theoretical frameworks, we have identified the factors influencing staff intention in research and academic institutions to utilize research collaboration networks after the COVID-19 pandemic and achieve scientific and technical performance. This study aims to explain the determinants. Additionally, this study has considered the potential influence of top management support as a moderator on the associations between education and research institution staff intention on IC to utilize research collaboration platforms in the post-COVID-19 era and predictors. Through this discourse, we shall generate several hypotheses to serve as the basis for constructing a conceptual model (see Fig. 1 ).

Relationships between study variables: human capital, structural capital, top management support, and team scientific and technological performance. Source: authors’ development.

Human capital and team scientific and technological performance

According to Dess and Picken ( 2000 ), HUC encompasses individuals’ capabilities, knowledge, skills, research techniques, and experience, including staff and supervisors, relevant to the specific task. Human capital also refers to the ability to pay to this reservoir of knowledge, techniques, and expertize through individual learning (Dess & Picken, 2000 ). HUC refers to the combinations of characteristics staff possess, including but not limited to research proficiency, technical aptitude, business acumen, process comprehension, and other similar competencies (Kallmuenzer et al., 2021 ). The HUC is considered an institutional repository of knowledge, as Bontis and Fitz‐enz ( 2002 ) indicated, with its employees serving as representatives. The concept of HUC refers to the combined abilities, research proficiency, and competencies that individuals possess to address and resolve operational challenges within an institutional setting (Barpanda, 2021 ; Yang & Xiangming, 2024 ). The human capital possessed by institutions includes crucial attributes that allow organizations to acquire significant internal resources that are valuable, difficult to replicate, scarce, and cannot be substituted. It aligns with the theoretical framework of the RBV theory, as suggested by Barney ( 1991 ). IC is extensively recognized as a main factor in revitalizing organizational strategy and promoting creativity and innovation. It is crucial to enable organizations to acquire and effectively disseminate knowledge among their employees, contribute to talent management endeavors, and achieve scientific and technological performance (Alrowwad et al., 2020 ; He et al., 2023 ). Human capital is linked to intrinsic aptitude, cognitive capabilities, creative problem-solving, exceptional talent, and the capacity for originality (Bontis & Fitz‐enz, 2002 ). In talent management, there is a focus on enhancing scientific and technological performance and development. According to Shao and Ariss ( 2020 ), HUC is expected to strengthen employee motivation to utilize research collaboration networks for scientific knowledge-sharing endeavors. Based on these arguments, we proposed that.

Hypothesis 1 Human capital (HUC) positively impacts team scientific and technological performance using a research collaboration system.

Structural capital and team scientific and technological Performance

According to Mehralian, Nazari, and Ghasemzadeh ( 2018 ) structural capital (STC) encompasses an organization’s formalized knowledge assets. It consists of the structures and mechanisms employed by the institution to enhance its talent management endeavors. The concept of STC is integrated within the framework of institutions’ programs, laboratory settings, and databases (Cavicchi & Vagnoni, 2017 ). The significance of an organization’s structural capital as an internal tangible asset that bolsters its human capital has been recognized by scholars such as Secundo, Massaro, Dumay, and Bagnoli ( 2018 ), and This concept also lines up with the RBV theory (J. Barney, 1991 ). The strategic assets of an organization encompass its capabilities, organizational culture, patents, and trademarks (Gogan et al., 2015 ).

Furthermore, Birasnav, Mittal, and Dalpati ( 2019 ) Suggested that these strategic assets promote high-level organizational performance, commonly called STC. Literature shows that STC encompasses an organization’s collective expertise and essential knowledge that remains intact even when employees depart (Alrowwad et al., 2020 ; Mehralian et al., 2018 ; Sarwar & Mustafa, 2023 ). The institution’s socialization, training, and development process facilitates the transfer of scientific research knowledge, skills, and expertise to its team (Arocena & Sutz, 2021 ; Marchiori et al., 2022 ). The STC is broadly recognized as having important potential and is a highly productive resource for generating great value. STC motivates its team member to share expertise with their counterparts at subordinate organizations by utilizing an institution’s research collaboration network and achieving team-level scientific and technological performance. This method remains effective even in challenging environments where traditional means of data collection, face-to-face meetings, and travel are not feasible (Secundo et al., 2016 ). In light of the above literature and theory, we propose the following hypothesis.

Hypothesis 2: Structural capital (STC) positively impacts team scientific and technological performance using a research collaboration system.

Top management support as a moderator

If the relationship between two constructs is not constant, the existence of a third construct can potentially affect this relationship by enhancing or diminishing its strength. In certain cases, the impact of a third construct can adjust the trajectory of the relationship between two variables. The variable in question is commonly called the “moderating variable.” According to Zada et al. ( 2023 ), top management support to leaders efficiently encourages team members within institutions to share research scientific knowledge with their counterparts in different countries through international research collaboration systems. Similarly, another study shows that the active endorsement of the top management significantly affects the development of direct associations, thereby influencing the team and organization’s overall performance (Biondi & Russo, 2022 ; Phuong et al., 2024 ). Different studies have confirmed that top management support is crucial in fostering a conducive knowledge-sharing environment by offering necessary resources (Ali et al., 2021 ; Lee et al., 2016 ; Zada et al., 2023 ). During and after the COVID-19 epidemic, numerous nations implemented nonessential travel restrictions and lockdown measures. In the given context, utilizing a research collaboration system would effectively facilitate the exchange of research, skills, and knowledge among staff belonging to various subsidiaries of an institution (Rådberg & Löfsten, 2024 ; Rasheed et al., 2024 ). However, it is common for researchers to exhibit resistance to adopting a novel research technique, often citing various justifications for their reluctance. To address the initial hesitance of employees at subsidiary institutes towards utilizing research collaborative networking within the institute, top management must employ strategies that foster motivation, encouragement, and incentives. These measures help create an atmosphere where team members feel empowered to engage with the new system freely. Institutional theory asserts that top management support is crucial for aligning talent management with institutional norms. Human and structural capital, pivotal within the institutional framework, contributes to an institution’s capacity to attract and retain talent, enhancing legitimacy. Adaptation to scientific and technological advancements is imperative for international institutional competitiveness, as institutional theory dictates (Oliver, 1997 ). Grounded on the above discussion, we have hypothesized.

Hypothesis 3a : Top management support moderates the relationship between human capital (HUC) and team scientific and technological performance. Specifically, this relationship will be stronger for those with higher top management support and weaker for those with lower top management support.

Hypothesis 3b : Top management support moderates the relationship between structural capital (STC) and team scientific and technological performance through the use of research collaboration network platforms. Specifically, this relationship will be stronger for those with higher top management support and weaker for those with lower top management support.

Methods data and sample

Sample and procedures.

To test the proposed model, we collected data from respondents in China’s research and academic sector in three phases to mitigate standard method variance (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003 ). In the first phase (T1-phase), respondents rated human capital, structural capital, and demographic information. After one month, respondents rated the team’s scientific and technological performance in the second phase (T2-phase). Following another one-month interval, respondents were asked to rate top management support in the third phase (T3-phase). In the first phase, after contacting 450 respondents, we received 417 usable questionnaires (92.66%). In the second phase, we received 403 usable questionnaires. In the third phase, we received 363 usable questionnaires (90.07%), constituting our final sample for interpreting the results. The sample comprises 63.4% male and 36.6% female respondents. The age distribution of the final sample was as follows: 25–30 years old (6.6%), 31–35 years old (57%), 36–40 years old (19.8%), and above 40 years old (16.5%). Regarding respondents’ experience, 45.7% had 1–5 years, 39.4% had 6–10 years, 11.3% had 11–15 years, and 3.6% had over 16 years. According to the respondents’ levels of education, 4.1% had completed bachelor’s degrees, 11.6% had earned master’s degrees, 78.8% were doctorate (PhD) scholars, and 5.5% were postdoctoral and above.

Measurement

To measure the variables, the current study adopted a questionnaire from previous literature, and age, gender, education, and experience were used as control variables. A five-point Likert scale was used (1 = strongly disagree to 5 = strongly agree). Human capital (HUC) was measured through an eight-item scale adopted by Kim, Atwater, Patel, and Smither ( 2016 ). The sample item is “The extent to which human capital of research and development department is competitive regarding team performance”. The self-reported scale developed by Nezam, Ataffar, Isfahani, and Shahin ( 2013 ) was adopted to measure structural capital. The scale consists of seven items. The sample scale item is “My organization emphasizes IT investment.” In order to measure top management support, a six-item scale was developed by Singh, Gupta, Busso, and Kamboj ( 2021 ), was adopted, and sample item includes “Sufficient incentives were provided by top management (TM) for achieving scientific and technological performance.” Finlay, the self-reported scale developed by Gonzalez-Mulé, Courtright, DeGeest, Seong, and Hong ( 2016 ) was adopted to gauge team scientific and technological performance and scales items are four. The sample item is “This team achieves its goals.”

Assessment of measurement model

In the process of employing AMOS for analysis, the initial step encompasses an assessment of the model to determine the strength and validity of the study variables. The evaluation of variable reliability conventionally revolves around two key aspects, which are indicator scale reliability and internal reliability. More precisely, indicator reliability is deemed to be recognized when factor loadings exceed the threshold of 0.60. In parallel, internal consistency reliability is substantiated by the attainment of values exceeding 0.70 for both Cronbach’s alpha and composite reliability, aligning with well-established and recognized guidelines (Ringle et al., 2020 ).

To gauge the reliability of construct indicators, we utilized two key metrics which are composite reliability (CR) and average variance extracted (AVE). The CR values for all variables were notably high, exceeding 0.70 and falling within the range of 0.882 to 0.955. This signifies a robust level of reliability for the indicators within each construct. Furthermore, the AVE values, which indicate convergent validity, exceeded the minimum threshold of 0.50, with each construct value varying from 0.608 to 0.653, thus affirming the presence of adequate convergent validity.

In addition to assessing convergent validity, we also examined discriminant validity by scrutinizing the cross-loadings of indicators on the corresponding variables and the squared correlations between constructs and AVE values. Our findings indicated that all measures exhibited notably stronger loadings on their intended constructs, thereby underscoring the measurement model’s discriminant validity.

Discriminant validity was recognized by observing average variance extracted (AVE) values that exceeded the squared correlations between constructs, as indicated in Table 1 . In conjunction with the Composite Reliability (CR) and AVE values, an additional discriminant validity assessment was conducted through a Heterotrait-Monotrait Ratio (HTMT) analysis. This analysis entailed a comparison of inter-construct correlations against a predefined upper threshold of 0.85. The results demonstrated that all HTMT values remained significantly below this threshold, affirming satisfactory discriminant validity for each variable (Henseler et al., 2015 ). Every HTMT value recorded was situated beneath the specified threshold, thereby supplying supplementary confirmation regarding the constructs’ discriminant validity. In summary, the results of the outer model assessment indicate that the variables showcased commendable levels of reliability and validity, with the discriminant validity being suitably and convincingly established.

Moreover, correlation Table 2 shows that human capital is significantly and positively correlated with structural capital ( r  = 0.594**), TMS ( r  = 0.456 **), and STP ( r  = 0.517**). Structural capital is also significantly and positively correlated with TMS ( r  = 0.893**) and STP ( r  = 0.853**). Furthermore, TMS is significantly and positively correlated with STP (0.859**).

Confirmatory factor analysis (CFA)

A comprehensive confirmatory factor analysis was estimated by employing the software AMOS version 24 to validate the distinctiveness of the variables. CFA shows the fitness of the hypothesized four factors model, including human capital, structural capital, top management support, and team scientific and technological performance, as delineated in Table 3 ; the results show that the hypothesized four-factor model shows fit and excellent alternative models. Consequently, The study variables demonstrate validity and reliability, which makes the dimension model appropriate for conducting a structural path analysis, as advocated by Hair, Page, and Brunsveld ( 2019 ).

Hypotheses testing

This study used the bootstrapping approach, which involves 5,000 bootstrap samples to test the proposed study model and assess the significance and strength of the structural correlations. Using this approach, bias-corrected confidence intervals and p-values were generated in accordance with Streukens and Leroi-Werelds ( 2016 ) guidelines. First, we did an analysis that entailed checking the path coefficients and their connected significance. The findings, as shown in Table 4 , validate Hypothesis 1, revealing a positive correlation between HUC and STP ( β  = 0.476, p  < 0.001). Additionally, the finding validates Hypothesis 2, highlighting a positive association between structural capital and STP ( β  = 0.877, p  < 0.001). For the moderation analysis, we utilized confidence intervals that do not encompass zero, per the guidelines that Preacher and Hayes ( 2008 ) recommended.

In our analysis, we found support for Hypothesis 3a, which posited that top management support (TMS) moderates the relationship between human capital (HUC) and team scientific and technological performance (STP). The results in Table 4 showed that the moderating role, more precisely, the interaction between HUC and TMS, was substantial and positive ( β  = −0.131, p  = 0.001). These results suggest that TMS enhances the positive association between HUC and STP, as shown in Fig. 2 . Consequently, we draw the conclusion that our data substantiates hypothesis 3a. Furthermore, Hypothesis 3b posited that TMS moderates the relationship between STC and STP. The results indicate that TMS moderates the association between STC and STP ( β  = −0.141, p  = 0.001, as presented in Table 4 and Fig. 3 ).

The moderating effect of top management support (TMS) on the relationship between human capital (HUC) and team scientific and technological performance (STP). Source: authors’ development.

The moderating effect of top management support (TMS) on the relationship between structural capital (SUC) and team scientific and technological performance (STP). Source: authors’ development.

The current study highlights the importance of research and academic institutions effectively enhancing their scientific and technological capabilities to manage their global talent within an international research collaboration framework and meet future challenges. Additionally, it underscores the need for these institutions to facilitate scientific knowledge exchange among their employees and counterparts in different countries. The enhancement of talent management through the exchange of scientific research knowledge can be most effectively accomplished by utilizing a collaborative research system between educational and research institutions (Shofiyyah et al., 2023 ), particularly in the context of the COVID-19 landscape. This study has confirmed that enhancing the higher education and research institutions’ human capital (HUC) and structural capital (STC) could attract and maintain global talent management and lead to more effective scientific and technological progress. The findings indicate that the utilization of human capital (HUC) has a significant and positive effect on scientific and technological term performance (STP) (Hypothesis 1), which is consistent with previous research (Habert & Huc, 2010 ). This study has additionally demonstrated that the implementation of s tructural capital (STC) has a significant and positive effect on team scientific and technological performance (STP), as indicated by hypothesis 2, which is also supported by the previous studies finding in different ways (Sobaih et al., 2022 ). This study has also shown that top management support moderates the association between human capital (HUC) and team scientific and technological performance hypothesis 3a and the association between structural capital (STC) and team scientific and technological performance hypothesis 3b. These hypotheses have garnered support from previous studies’ findings in different domains (Chatterjee et al., 2022 ). The study’s empirical findings also confirm the substantial moderating influence exerted by top management support on the relationships between HUC and STP described in hypothesis 3a and STC and STP described in hypothesis 3b, as evidenced by the results presented in Table 4 . Additionally, graphical representations are conducted to investigate the impacts on hypotheses 3a and 3b resulting from the application of high-top management support (TMS) and weak TMS.

The effect of high-top management support (TMS) and weak TMS on Hypothesis 3a is depicted in Fig. 2 . The solid line illustrates the effects of robust TMS on Hypothesis 3a, while the dashed line shows the effects of weak TMS on Hypothesis 3a. The graphic description validates that, as human capital (HUC) increases, team scientific and technological performance (STP) is more pronounced when influenced by robust TMS than weak TMS. This is evidenced by the steeper slope of the solid line in comparison to the dashed line. This finding suggests that employees within the research and academic sectors are more likely to utilize research collaboration networks when influenced by HUC and receive strong support from the organization’s top management.

The graph in Fig. 3 shows the impact of solid top management support (TMS) and weak TMS on Hypothesis 3b. The dotted lines continuous on the graph correspond to the effects of robust TMS and weak TMS, respectively. Figure 3 illustrates that, with increasing top management support (TMS), scientific and technological performance (STP) increase is more significant for robust TMS than weak TMS. This is evident from the steeper slope of the continuous line compared to the slope of the dotted line. This finding suggests that employees within universities and institutes are more likely to engage in research collaboration systems when they receive strong support from top management despite enhanced structural support.

Theoretical contribution

The current study makes significant contributions to the existing body of knowledge by exploring the intricate dynamics between organizational intellectual capital and team performance within scientific and technological research, especially during the unprecedented times brought about by the COVID-19 pandemic. Through its detailed examination of human and structural capital, alongside the moderating impact of top management support, the study provides a multi-faceted understanding of how these factors interact to enhance team outcomes.

This research enriches the literature on intellectual capital by providing empirical evidence on the positive association between HUC and STC and team performance. HUC, which includes employees’ skills, knowledge, and expertise, is a critical driver of innovation and productivity (Lenihan et al., 2019 ). The study highlights how a team’s collective intelligence and capabilities can lead to superior scientific and technological outputs. This finding aligns with and extends previous research that underscores the importance of skilled HR in achieving organizational success (Luo et al., 2023 ; Salamzadeh et al., 2023 ). Structural capital, encompassing organizational processes, databases, and intellectual property, contributes significantly to team performance(Ling, 2013 ). The study illustrates how well-established structures and systems facilitate knowledge sharing, streamline research processes, and ultimately boost the efficiency and effectiveness of research teams. This aspect of the findings adds depth to the existing literature by demonstrating the tangible benefits of investing in robust organizational infrastructure to support research activities.

Another essential contribution of this study is integrating a research collaboration network as a facilitating factor. This network, including digital platforms and tools that enable seamless communication and collaboration among researchers, has become increasingly vital in remote work and global collaboration (Mitchell, 2023 ). By examining how these systems leverage HUC and STC to enhance team performance, the study provides a practical understanding of the mechanisms through which technology can facilitate team scientific and technological performance.

One of the most novel contributions of this study is its emphasis on the moderating role of top management support. The findings suggest that when top management actively supports research initiatives, provides required resources, and fosters innovation, the positive effects of human and structural capital on team performance are amplified (Zada et al., 2023 ). This aspect of the study addresses a gap in the literature by highlighting the critical influence of top management on the success of intellectual capital investments. It underscores the importance of managerial involvement and strategic vision in driving research excellence and team scientific and technological performance.

Practical implications

The practical implications of the current study are weightage for organizations aiming to enhance their research and innovation capabilities and boost their scientific and technical progress. Organizations should prioritize recruiting, training, and retaining highly skilled and trained researchers and professionals globally. This can be achieved through targeted hiring practices, offering competitive compensation and retention, providing continuous professional development opportunities, and developing proper research collaboration networks. Organizations can leverage their expertize to drive innovative research and technological advancements by nurturing a global, talented workforce. Investing in robust organizational structures, processes, and systems is critical (Joseph & Gaba, 2020 ). This includes developing comprehensive databases, implementing efficient research processes, securing intellectual property, and strengthening collaborations. These factors support efficient knowledge sharing and streamline research activities, leading to higher productivity and quality research outcomes (Azeem et al., 2021 ). Organizations should ensure that their infrastructure is adaptable and can support remote and collaborative work environments.

The current study emphasizes the importance of digital platforms and tools facilitating research collaboration. Organizations should adopt advanced research collaboration networks that enable seamless communication, data sharing, and talent management. These systems are particularly crucial in a globalized research environment where team members may be geographically dispersed. Investing in such technology can significantly enhance research projects’ productivity in a sustainable way (Susanto et al., 2023 ). Top Management plays a vital role in the success of research initiatives and contributes to scientific and technological performance. Top management should actively support research teams by providing required resources, setting clear strategic directions, and fostering a culture of innovation. This includes allocating budgets for organizational research and development, encouraging cross-border collaboration, recognizing and rewarding research achievements, and enhancing overall performance. Effective Management ensures that the intellectual capital within the organization is fully utilized and aligned with organizational developmental goals (Paoloni et al., 2020 ). Organizations should create a working atmosphere that encourages research, creativity, and innovation. This can be done by establishing innovation labs, promoting interdisciplinary research, recruiting international talents, sharing research scholars, and encouraging the sharing of ideas across different departments globally. A research-oriented culture that supports innovation can inspire researchers to pursue groundbreaking work and contribute to the organization’s competitive edge.

Limitations and future research direction

The research presents numerous theoretical and practical implications; however, it has. The potential limitation of common method bias could impact the findings of this study. This concern arises because the data for the study variables were obtained from a single source and relied on self-report measures (Podsakoff, 2003 ). Therefore, it is recommended that future studies be conducted longitudinally to gain additional insights into organizations’ potential to enhance efficiency. Furthermore, it is essential to note that the sample size for this study was limited to 363 respondents who were deemed usable. These respondents were drawn from only ten research and academic institutions explicitly targeting the education and research sector.

Consequently, this restricted sample size may hinder the generalizability of the findings. Future researchers may employ a larger sample size and implement a more systematic approach to the organization to enhance the comprehensiveness and generalizability of findings in the context of global talent management and scientific and technological advancement. Furthermore, in future investigations, researchers may explore alternative boundary conditions to ascertain whether additional factors could enhance the model’s efficacy.

Numerous academic studies have emphasized the significance of examining talent management outcomes in global human resource management (HRM). The continuous international movement of highly qualified individuals is viewed as a driving force behind the development of new technologies, the dissemination of scientific findings, and the collaboration between institutions worldwide. Every organization strives to build a qualified and well-trained team, and the personnel department of the organization focuses on finding ways to transfer knowledge from experienced workers to new hires. This study uses a research collaboration system to examine the relationship between organizational intellectual capital (Human and structural Capital) and team scientific and technological performance. Further, this study underscores the moderating role of top management support. These findings offer a nuanced perspective on how organizations can leverage their intellectual assets to foster higher productivity and innovation, especially in emergencies.

Data availability

Due to respondents’ privacy concerns, data will not be publicly available. However, it can be made available by contacting the corresponding author at a reasonable request.

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Muhammad Zada

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Imran Saeed

College of Management, Shenzhen University, Shenzhen, China

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Conceptualization: Muhammad Zada and Imran Saeed. Methodology: Jawad Khan. Software: Shagufta Zada. Data collection: Muhammad Zada, Shagufta Zada and Jawad Khan. Formal analysis: Imran Saeed and Jawad Khan. Resources: Muhammad Zada. Writing original draft preparation: Muhammad Zada and Imran Saeed. Writing review and editing: Jawad Khan, Shagufta Zada. All authors have read and agreed to the published version of the paper.

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The author sought and received ethical approval from the Research Ethical Committee School of Economics and Management at Hanjiang Normal University, China, with approval number 2023REC001, and the study complied with ethical standards.

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Informed consent was obtained from all subjects involved in the study. All the participants were accessed with the support of the HR Department employed in China’s research and academia sector. Response Participants were provided with comprehensive information regarding the study’s purpose and procedures. Confidentiality and privacy were strictly implemented throughout the research process. Using the time lag data collection approach, we collected from 393 employees employed in China’s research and academic sector.

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Zada, M., Saeed, I., Khan, J. et al. Navigating post-pandemic challenges through institutional research networks and talent management. Humanit Soc Sci Commun 11 , 1164 (2024). https://doi.org/10.1057/s41599-024-03697-9

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Welcome to International Journal of Development Research

Refereed journal (Peer Reviewed Journal); Openly Access; Widely Indexed; Multidisciplinary; Scholarly / Academic, International Journal; CrossRef DOI (Digital Object Identifier) is allotted to all published papers; Indexed by Google Scholar and many other research databases

About the Journal: Research and Development remains the strength of any society and culture. From ancient times onwards human beings have been applying the knowledge gained through experiments and experience for the advancement of society and surrounding conditions. Our modern society is unconditionally dependent on the progress of research and development we made over the years. Journal of Research and Development is a peer-reviewed open-access academic journal that aims to publish information on recent discoveries and ongoing developments in the area of basic and applied science, theoretical and experimental engineering and technologies, commercial, business-related development, and modern financial analysis along with other important similar topics. Articles are welcome in the mode of original research, review articles, case reports, short communication, perspective, mini-review, and commentaries.

Aims & Scope: This publication aims to distribute information related to all aspects of research and development in general where the opinions and contributions from various authors may aid in overall human life enrichment under a single platform. This open-access journal is wide-scoped and considers the following areas. Contributions from all aspects of science, engineering, technology, and business including general physics, chemistry, mathematics, statistics, life sciences, medical sciences, engineering, nanosciences, business development-oriented analysis, and other interdisciplinary sciences are welcome. Articles from associated interdisciplinary areas other than the mentioned subjects are also welcome. The Editorial Manager System is being used by the journal for a smooth and easy quality peer review process. Authors can avail of online manuscript submission, review, and tracking systems through this process. Review processing is performed by the editorial board members of the International Journal of Development Research or by experts from any other place. Approval of at least two independent reviewers along with editor approval is essential for acceptance of any submitted manuscript.

Submit the manuscript through the Online Submission System at [email protected]

Fast Editorial Review Process

International Journal of Development Research is participating in the Fast Editorial Execution and Review Process (FEE-Review Process). Fast Editorial Execution and Review Process is a special service for the article that enables it to get a faster response in the pre-review stage from the handling editor as well as a review from the reviewer. An author can get a faster response of pre-review maximum in 3 days since submission, and a review process by the reviewer maximum in 5 days, followed by revision/publication in 2 days. If the article gets notified for revision by the handling editor, then it will take another 5 days for external review by the previous reviewer or alternative reviewer.

Acceptance of manuscripts is driven entirely by handling editorial team considerations and independent peer-review, ensuring the highest standards are maintained no matter the route to regular peer-reviewed publication or a fast editorial review process. The handling editor and the article contributor are responsible for adhering to scientific standards. The corresponding author or institution/organization is responsible for making the manuscript FEE-Review Process payment. The additional FEE-Review Process payment covers the fast review processing and quick editorial decisions, and regular article publication covers the preparation in various formats for online publication, securing full-text inclusion in several permanent archives like HTML, XML, and PDF, and feeding to different indexing agencies.

Benefits of Publishing Paper at IJDR;  Quick and speedy review and publication process

• IJDR is globally accepted as one of the well-known International Research Journals.
• Soft Copy of "Certificate of Publication" of all authors (instantly available after publication)
• IJDR has Highly Secure SSL Certificate Based website ( www.journalijdr.com )
• Automated Citation Generator; Author Research Guidelines & Support
• Indexing of paper in all major online journal databases like Google Scholar
• Open Access Journal Database for High visibility and promotion of your article with keywords and abstract.
• Reliable, Easy and Rapidly growing e-Publication Journal
• Prestigious Reviewers from Well-known Institutes. We Provide a Hard Copy of the  Certificate on Request based only on additional charges.
• ISSN  2230-9926; Area - Science, Engineering & Technology, Health Science, Physical Science, Social Science
• Frequency - Monthly; Impact Factor - 8.058; Language - English; Review Process - Double Blinded
• Certificates To Authors For Publication;  'Call For Paper' September Issue, 2024

Submit your manuscript through E-mail at : [email protected]

• All communication regarding how to publish a paper, the status of the paper, and other general information and submission acceptance of the papers. For all communication related to payment-related queries, clarification: [email protected]

Editorial Office, International Journal of Development Research website:  www.journalijdr.com  

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Artificial intelligence and human development : toward a research agenda

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Like most new technologies, Artificial Intelligence (AI) has the potential to exacerbate existing problems, reinforce structural inequalities, and superimpose biases. This paper proposes a proactive research agenda for the ethical and equitable application of AI in the Global South, drawn from a broad overview of technologies associated with AI capabilities, and the opportunities and challenges they present. Three areas are identified in which action can be taken: policies and regulations; inclusive and ethical AI applications; and infrastructure and skills. Within each area, the paper makes recommendations for research necessary to make concrete progress.

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