Publications

The Ambivalent Sexism Theory suggests that there are two complementary types of sexism: hostile (subjectively negative attitude towards gender groups) and benevolent (subjectively positive attitude towards gender groups). In this meta-analysis we analyzed the relationship between ambivalent sexism and attitudes toward male-to-female violence or violent behavior. Violence type, the context of violence, respondents’ gender, the countries’ level of gender inequality, and sample type were tested as moderators. The results showed that both hostile and benevolent sexism independently impact on attitudes toward violence and violent behavior albeit to a different degree. Specifically, the relationship between hostile sexism and attitudes and behavior is stronger than for the benevolent sexism. The type and context of violence moderate the relationship between hostile sexism and attitudes toward violence and violent behavior. Only the country’s gender inequality levels showed a moderation effect for benevolent sexism. Theoretical and practical implications of the results are discussed.

Research on Massive open online courses (MOOCs) and their effect on the development of the higher education (HE) sector has expanded over the last ten years. However, little is known about the determinants of MOOC adoption by academics. This study tests a proposed model that integrates individual and institutional level determinants of MOOC authorship. In particular, this article examines the variety of structural and cultural factors on two levels to propose a model of MOOC authorships based on data from 8,935 academics derived from the “Monitoring of Education Markets and Organisations” database. The study confirmed the significant impact of structural factors, but also emphasised the importance of individual cultural factors (attitude towards MOOCs, self-efficacy with regard to possessing advanced online learning design skills) and institutional cultural factors (university commitment to MOOCs). The intent to design an online course and self-efficacy regarding the possession of advanced online learning design skills are the most influential variables. The proposed model explains 77% of the combined impact of individual and institutional factors on academics’ decision to design a MOOC (or online course). Based on the study findings, recommendations for planning academics’ professional development are suggested.

This paper explores the effects non-interest income (NII) generating activities on banking sector efficiency in 152 countries from 1996 to 2017. Contrary to existing studies that investigate the effects of diversification on banking performance at the micro-level, this study seeks to provide new insights by examining the effects of diversification at the aggregate level on bank efficiency. This offers a chance to capture the whole banking sector and provides a broader understanding of the effects of banking sector diversification. Our baseline results reveal that engaging in NII activities is positively associated with banking sector efficiency. Using the dynamic threshold regression method, as a robustness check, we do not find a tipping point beyond which the efficiency benefits of NII activities have an adverse impact on banking sector efficiency. These results are shown to be insensitive to different groups of countries. Our findings generally suggest that the liberalization of bank activities is effective in enhancing banking sector efficiency. In this sense, the findings of this study support banking sector diversification policies that have been implemented in many countries since the 1980s and 1990s.

Purpose

The aim of the research is to estimate the level of the early career gender wage gap in Russia, its evolution during the early stages of a career, gender segregation and discrimination among university graduates, and to identify factors which explain early career gender differences in pay. Special emphasis is placed on assessing the contribution of horizontal segregation (inequal gender distribution in fields of studies and industries of employment) to early-career gender inequality.

Design/methodology/approach

The study is based on a comprehensive and nationally representative survey of university graduates, carried out by Russian Federal State Statistics Service in 2016 (VTR Rosstat). The authors use Mincer OLS regressions for the analysis of the determinants of gender differences in pay. To explain the factors which form the gender gap, the authors use the Oaxaca-Blinder and Neumark gender gap decompositions, including detailed wage gap decompositions and decompositions by fields of study. For the analysis of differences in gender gap across wage distribution, quantile regressions and quantile decompositions based on recentered influence functions (RIFs) are used.

Findings

The study found significant gender differences in the early-career salaries of university graduates. Regression analysis confirms the presence of a 20% early-career gender wage gap. This gender wage gap is to a great extent can be explained by horizontal segregation: women are concentrated in fields of study and industries which are relatively low paid. More than half of the gender gap remains unexplained. The analysis of the evolution of the gender wage gap shows that it appears right after graduation and increases over time. A quantile decomposition reveals that, in low paid jobs, females experience less gender inequality than in better paid jobs.

Social implications

The analysis has some important policy implications. Previously, gender equality policies were mainly related to the elimination of gender discrimination at work, including positive discrimination programs in a selection of candidates to job openings and programs of promotion; programs which ease women labour force participation through flexible jobs; programs of human capital accumulation, which implied gender equality in access to higher education and encouraged women to get higher education, which was especially relevant for many developing countries. The analysis of Russia, a country with gender equality in access to higher education, shows that the early career gender gap exists right after graduation, and the main explanatory factor is gender segregation by field of study and industry, in other words, the gender wage gap to a high extent is related to self-selection of women in low-paid fields of study. To address this, new policies related to gender inequality in choice of fields of studies are needed.

Originality/value

It has been frequently stated that gender inequality appears either due to inequality in access to higher education or after maternity leave. Using large nationally representative dataset on university graduates, we show that gender equality in education does not necessarily lead to gender equality in the labour market. Unlike many studies, we show that the gender gap in Russia appears not after maternity leave and due to marital decisions of women, but in the earliest stages of their career, right after graduation, due to horizontal segregation (selection of women in relatively low-paid fields of study and consequently industries).

This initiative examined systematically the extent to which a large set of archival research findings generalizes across contexts. We repeated the key analyses for 29 original strategic management effects in the same context (direct reproduction) as well as in 52 novel time periods and geographies; 45% of the reproductions returned results matching the original reports together with 55% of tests in different spans of years and 40% of tests in novel geographies. Some original findings were associated with multiple new tests. Reproducibility was the best predictor of generalizability—for the findings that proved directly reproducible, 84% emerged in other available time periods and 57% emerged in other geographies. Overall, only limited empirical evidence emerged for context sensitivity. In a forecasting survey, independent scientists were able to anticipate which effects would find support in tests in new samples.

The problem of gender disparities in various areas of society has long been well known and identified in most countries. Russian academia is no exception. This paper describes the representation of Russian men and women authors in terms of research production. The analysis is based on 121,953 papers with at least one Russian author, covered by Web of Science (WoS) and published between 2017 and 2019. The results demonstrate that there are still evident signs of gender disparities. Women remain underrepresented in their overall presence and performance almost in all disciplines and generally in academia. In all research fields, women’s mean number of publications is lower than analogous indicators for men. Although some areas have relative gender parity and even more women authors, the gap between both genders remains stable for most disciplines. As a result, despite some improvements in women’s research performance, Russian academia is the case, demonstrating that without a gender policy in both Russian political and science systems, it is complicated to eliminate gender inequality.

National journals represent an important part of the landscape in almost any academic system. Their role may vary from being mere outlets for publishing country-specific studies in local languages to hosting global research. With the process of globalization in recent decades, such journals (as well as their authors) have increasingly gained opportunities to become internationally visible and to be read worldwide. Suggesting the definition of a national journal as being exogenous and with unaltered characteristics with respect to any changes in the journal’s content and policy, we provide the first up-to-date analysis of national output in post-Soviet countries, at the levels of both journal and article, for the period 2010–2019. In general, publications in local journals (associated in Scopus with the countries under consideration) constitute a substantial proportion of the national research output, with the most numerous representations of national journals found in Russia, Ukraine, Lithuania, and Estonia. The journals in the countries under consideration differ in their disciplinary composition, quality, language policy and visibility, reflecting the divergence of the countries in the decades since their independence. Although analysis of these journals suggests they are not true vehicles for communication with a global community providing international visibility for their authors, the demand for publication in internationally indexed, national journals is high and the number of journals (and articles published) has grown substantially in the last decade.

One of the major characteristics of research is the role and scope of international collaboration. Patterns of such collaboration are often complex and determined not only by pure academic rationale, but also by political, economic, geographic and cultural factors. The post-Soviet region has several features, which make it a unique unit for analysis of scientific collaboration. Based on bibliometric data for the period 1993–2018 with a 5-year lag, we analyze how international collaboration patterns of post-Soviet countries changed after the collapse of the Soviet Union. Our results show that in the observed period post-Soviet countries significantly changed their patterns of international collaboration, and these changes are country-specific. The analyzed countries moved away from each other, choosing their own international collaboration strategy. We observe a dramatic decrease in scientific collaboration between post-Soviet countries and a significant growth of collaboration with Western countries. With that, the role of post-Soviet countries in international collaboration declined rapidly for many countries.

This paper considers the teacher education research from a global perspective. We use bibliometric analysis of the papers on teacher education to provide insights into research capacity, research patterns, and the topical variety of the field. Teacher education research appears as an intensively expanding research field with a sustainable research agenda and structure. The study brings evidence that the representatives of globally visible teacher education research build stable research communities within teaching subject areas. International collaborations of teacher education researchers are based on historical and cultural conventions of countries’ interactions.

Bibliometric analysis is a quantitative method designed to analyze large volumes of scientific output data and to map the intellectual landscape of a specific area of knowledge by describing its scientometric indicators (e.g., number of publications and citations, etc.) and structural relationships (e.g., co-authorship patterns, keyword clustering, etc.) between its different components. In this article, methods of bibliometric analysis are applied to the corpus of publications on eye movement desensitization and reprocessing (EMDR) therapy research. A total of 1,150 papers found in the Web of Science database and published between 1994 and early 2021 were included in the analysis. Retrieved bibliometric data was analyzed and visualized using VOSViewer software. Temporal distribution of publications (number of publications per year); spatial distribution of publications (author affiliations); top journals; impact of EMDR research as assessed by highly cited publications; author co-citation as a measure of collaboration; literature co-citation as a measure of internal structure; and key terms were analyzed. The results of the study provide the readers with a broad, “one-stop overview” of the current state of research on EMDR therapy, with a focus on the quantitative characteristics of its output and on the key represented topics.

This book provides a comprehensive analysis of Russian higher education in a comparative perspective. It touches a wide range of aspects to explain how universities function, how they are organized, financed and governed. It draws a portrait of university faculty and students and explain the logic of main processes related to teaching and research in a historical perspective.
The prospective audience of the book includes all those who seek to understand how the national higher education system works and what role it plays in a production of human capital and knowledge in a modern global society.

The world’s largest community of scientists disintegrated following the dissolution of the Soviet Union. With extremely scarce resources and limited academic freedom as starting points, researchers in this region have been creating new knowledge; they have been building on rich scientific traditions in selected disciplines and, at times, paving new paths in non-traditional disciplines. At present, the cumulative contribution of post-Soviet countries to global research output is only three percent, indicating that these countries are not key players on the global research scene. This study uses bibliometric methods to offer novel empirical insight into the quantity and impact of academic publications; it also looks at the quality of journals in which the output is published. The findings reveal that fifteen post-Soviet countries differ considerably in terms of how much they have prioritised research, as well as the quantity, quality, and impact of their publications. The research productivity across the region has not been high and, taken together, these countries have produced publications of considerably lower quality and lower impact when viewed in the context of global research output. At the same time, researchers from post-Soviet countries tap into international collaborative networks actively, resulting in an exceptionally large proportion of publications from this region being internationally co-authored. In the historical context of Soviet research being known as one of the least collaborative globally, this finding indicates that researchers in the region are attractive to international collaborators and may be seeking such partnerships due to relatively modest research capacity at home.

How can we maximize what is learned from a replication study? In the creative destruction approach to replication, the original hypothesis is compared not only to the null hypothesis, but also to predictions derived from multiple alternative theoretical accounts of the phenomenon. To this end, new populations and measures are included in the design in addition to the original ones, to help determine which theory best accounts for the results across multiple key outcomes and contexts. The present pre-registered empirical project compared the Implicit Puritanism account of intuitive work and sex morality to theories positing regional, religious, and social class differences; explicit rather than implicit cultural differences in values; self-expression vs. survival values as a key cultural fault line; the general moralization of work; and false positive effects. Contradicting Implicit Puritanism's core theoretical claim of a distinct American work morality, a number of targeted findings replicated across multiple comparison cultures, whereas several failed to replicate in all samples and were identified as likely false positives. No support emerged for theories predicting regional variability and specific individual-differences moderators (religious affiliation, religiosity, and education level). Overall, the results provide evidence that work is intuitively moralized across cultures.

In the aftermath of the 2008-2009 global financial crisis, the Basel Committee on Banking Supervision set new regulatory requirements, tagged Basel III, aimed at preventing banking instability during periods of economic strain. One of the Basel III requirements is Net Stable Funding Ratio (NSFR), defined as the amount of available stable funding as a percentage of the amount of required stable funding. To meet the requirement, banks must have available stable funding that is greater than or equal to the amount of the required stable funding. The basic idea behind the Basel III NSFR requirement is that banks with sufficient stable and long-term funding can more effectively maintain their intermediation capacity amid external negative financial and economic shocks. However, the possible bank performance effects of this requirement have become a cause for concern since its inception in 2010. Against this backdrop, the aim of this paper is to use empirical means to explore the potential impacts of this requirement on bank risk-taking behaviour. Using a sample that consists of 376 commercial banks in 38 African countries over the 2005–2015 period, the paper examines the possible effect of the Basel III Net Stable Funding Ratio requirement on three bank risk measures. These measures include the ratio of loan loss provisions to total assets, the ratio of non-performing loans to total loans and Z-score. In static and dynamic panel frameworks, the results reveal that NSFR is negatively associated with the ratio of loan loss provisions to total assets and the ratio of non-performing loans to total loans and positively related to Z-score, indicating that NSFR reduces bank risk. In other words, the results suggest that when stable funding increases, the banks' risk-taking behaviour reduces and their financial stability increases. The results are robust to a battery of estimation techniques, including quasi-maximum likelihood estimation technique, two-step system generalized method of moment, fixed effects, etc. The findings of this study highlight that banks' liquidity management has implications for their loan portfolio risk. The findings also suggest that the Basel NSFR requirement can be implemented to reduce bank risk-taking behaviour in Africa.

During periods of financial turmoil, depositor behaviour is influenced by the economic information environment, which is largely formed by the media—at least for retail depositors. Therefore the severity of bank runs during financial crises, and their efficiency might be conditional on the volume of the bad news appearing in the media during a crisis. If the news flow remains unrestrained, then the probability of bank runs will increase due to the information sensitivity of depositors. Examining whether it is possible to reduce the severity of bank runs during a crisis by controlling the media, we use the panel data 28 countries from 2001 until 2016. We analyze the impact of media freedom on the growth rate of retail deposits: the major role in bank runs is usually played by unsophisticated individual depositors. Generally the results do not support the hypothesis that changes in the degree of media freedom directly influence behavioural strategies of retail depositors during financial crises. However information limitations may be an instrument to support the market discipline mechanisms: higher media freedom during crises seems to blur the information environment depositors make decisions in. Media restrictions could also prevent the financial literacy effect from dilution during financial crises, ensuring that market discipline is not further undermined.

Doctoral education worldwide is characterized by parallel trends toward diversity and, at the same time, toward unification. There is no such thing as a standard doctoral education model. The landscape of doctoral education across the world is quite diverse and there is a considerable rise in its variations and flexibility. However, doctoral education has become a global market with flows of international students, faculty, and graduates who create a demand for unification of standards and benchmarking.