scholarly journals Book review: Richard Sharpley and David Harrison (eds), A Research Agenda for Tourism and Development (Edward Elgar Publishing, Cheltenham, UK and Northampton, MA, USA 2019) 256 pp.

2021 ◽  
Vol 2 (2) ◽  
pp. 171-173
Author(s):  
Bengi Ertuna
Keyword(s):  
2019 ◽  
Vol 28 (2) ◽  
pp. 343-347
Author(s):  
Amit Kumar Dwivedi ◽  
Shuchi Maitraya

Alain Fayolle (Ed.), A Research Agenda for Entrepreneurship Education, MA, USA; Gloucestershire, UK: Edward Elgar Publishing, 2018, 309 pp.


2021 ◽  
Vol 30 (1) ◽  
pp. 210-213
Author(s):  
Amit Kumar Dwivedi

Stuart Cunningham and Terry Flew (Eds.), A Research Agenda for Creative Industries (Edward Elgar Publishing, 2019). pp. 184, HB £72.00. ISBN: 9781788118566.


2021 ◽  
pp. 146499342110287
Author(s):  
Divya Ravindranath

K. B. Newbold and K. Wilson (Eds.), A Research Agenda for Migration and Health (Edward Elgar Publishing, 2019), 176 pp. $80, ISBN: 9781786438355


2020 ◽  
Vol 29 (1) ◽  
pp. 206-211
Author(s):  
Vijaya Sherry Chand

Anne de Bruin and Simon Teasdale (Eds.), A Research Agenda for Social Entrepreneurship, Cheltenham: Edward Elgar Publishing, 2019, 183 pp.


2002 ◽  
Vol 52 (4) ◽  
pp. 503-514
Author(s):  
András Simonovits ◽  
Ádám Török ◽  
Beatrix Lányi

T. Boeri - A. Börsch-Supan - A. Brugviani - R. A. Kapteyn - F. Peracchi (eds): Pensions: More Information, Less Ideology(Boston/Dordrecht/London: Kluwer Academic Press, 2001, 196 pp.) B. Å. Lundvall - G. Esping-Andersen - L. Soete - M. Castells - M. Telò - M. Tomlinson - R. Boyer - R. M. Lindley (ed.: M. J. Rodrigues): The New Knowledge Economy in Europe. A Strategy for International Competitiveness and Cohesion (Cheltenham, UK, Northampton, MA, USA: Edward Elgar, 2002, 337 pp.) G. Gorzelak - É. Ehrlich - L. Faltan - M. Illner: Central Europe in Transition: Toward EU Membership (Warsaw: Regional Studies Association, 2001, 371 pp.)


In this first edition book, editors Jolly and Jarvis have compiled a range of important, contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand Universities and organisations. Exploring Gifted Education: Australian and New Zealand Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.


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