Producción Científica

This work shows how Corporative Social Responsibility (CSR) has been filtering into different management areas, providing an insight into its evolution, and presenting literature reviews and efforts to incorporate conceptualisations and recommendations on its application. It can be understood through a scientometric and bibliometric analysis, using the WoS documents on the “Social Responsibility” concept in the “Business and Economics” category, analysing a total of 8728 papers up to the year 2020. In this work, CSR is associated with views from different fields of study in economics and business, highlighting diverse management fields; it seeks to explain the correlation between CSR and concepts from such fields of study, suggesting that there is a need to order and question the current understanding of CSR and show its relevance so it can be considered an area of specialisation within the management of businesses.

IntroductionThe fourth industrial revolution, or Industry 4.0 (I.D. 4.0), has radically empowered professionals to revamp skills and technologies, to match ever-evolving industry demands. Education 4.0 (E.D. 4.0) is an integral education framework, strategically designed to align with I.D. 4.0 needs. The present work presents high-level insights on mapping I.D. 4.0 to E.D. 4.0, by successfully analyzing the four key existing components of E.D. 4.0, namely, learning methods, competencies, infrastructure and information and communication technologies (ICT). MethodsResearch questions are formulated along themes aiming to standardize the E.D. 4.0 framework and identify effectiveness and implementation challenges. These posed questions are addressed by performing an exhaustive bibliometric analysis on the associated literature, by clustering relevant publications by field, year, and geography. We employed the search engines Scopus, Science Direct, and IEEE in a period between January and June of 2022. ResultsNetwork maps evidence the implementation of E.D. 4.0 elements with no formal and universally adopted framework to map with I.D. 4.0. There is an increasing interest and support from researchers and education institutions in preparing a skilled workforce for I.D. 4.0. Trends of E.D> 4.0-related published articles reveal more implementation efforts in developed countries compared to developing countries. DiscussionOur results demonstrate a lack of any currently existent, standardized, and universally accepted framework for mapping I.D. 4.0 to E.D. 4.0, despite trends showing a sharp rise towards incorporating E.D. 4.0 initiatives recently into university curricula. Our analysis procedure can serve as a protocol to define E.D. 4.0 in a more specific context, in an ever-changing global workspace. While unbalanced implementation attempts on how extensively E.D. 4.0 components have been defined and adopted (including discrepancies in implementation policies among countries, and across disciplines), further rigorous assessments are needed to critically assess the necessary requirements and effectiveness, for standardization and implementation a global mapping framework.

The purpose of this article was to contribute to the family firms literature by mapping worldwide scientific research on socioemotional wealth. For this purpose, a query was made in the Web of Science and Scopus databases, and, based on a bibliometric and network analysis, countries, authors, journals, and research trends in the area were established. The results show that these concepts have become relevant in recent years; however, further theoretical development and empirical studies are required. In addition, four perspectives were established in which the attention of researchers in this field of study is grouped. Finally, contributions, limitations, and future academic works related to family firms and socioemotional wealth are exposed.