Our study aims to identify effective activities to enhance student retention and promote student success in higher education institutions (HEIs) by reviewing the factors that affect student retention through a literature review. Our study used a systematic review with the bibliometric method to analyze 125 articles related to the retention of students in higher education from 2014 to 2022. We used PCA and network analysis to identify and describe three research fronts of activities to student retention in higher education, two of which are from the perspective of the higher education institution (HEI) and focus on actions for retention to reduce student dropout and activities developed for student success. The third research front is centered on the student, seeking to understand what can lead to persistence in finishing their course. Our bibliometric study enabled us to identify the works and themes that have influenced current research on retention in higher education. By analyzing the bibliographic coupling component, our study provides insights into the research streams in higher education and highlights areas that require further investigation.

In this study we examine how the RBV has been included in IB research over the past twenty years using Barney's (1991) article as a key marker. Bibliometric techniques analyzing citations, co-citations and research themes delved into, were applied to the articles published between 1991 and 2010 in five leading IB journals. Data was collected from the Social Science Citation Index (SSCI) of the Institute for Scientific Information (ISI). We conclude that the RBV has been having an important impact on most of IB research themes and has been driving a large portion of current thought on the multinational corporations' strategies, location choices and internationalization. Although, we also find areas that have been explored to much lesser extent. In addition to identify the stock of accumulated knowledge, this study contributes to highlight areas for future inquiry on how IB studies may further benefit from an RBV-oriented perspective.

Purpose: The authors investigated how emotional intelligence (EI) affects the relationship between project managers' (PMgs) expertise and experience and project success for both the team and client.Design/methodology/approach: This study collected 290 valid responses from IT project managers. The results were analyzed using an ordinary least squares (OLS) regression, with Process v4.0 procedure and the Johnson-Neyman (JN) technique to assess the moderating effect of the level of EI.Findings: Results showed that moderate levels of EI can enhance the impact of PMgs' experience on the project client, while higher levels of EI are necessary to positively impact the team. Moderate levels of EI can improve PMgs' expertise impact on the project team, increasing their effectiveness in interactions with clients and other stakeholders.Practical implications: It is recommended to consider emotional intelligence alongside technical skills when selecting project managers to address emotional labor, stress, stakeholder management and agility. Providing EI training and experiential learning opportunities internally can improve project managers' emotional intelligence.Originality/value: This study contributes to the literature on emotional intelligence and project management, highlighting the relationship between technical skills and emotional intelligence levels of PMgs. This research emphasizes the significance of experience and EI in project management, particularly in overseeing complex projects. Additionally, moderate levels of EI enhance PMgs' effectiveness in engaging with stakeholders closely involved in projects.

Secondary Data in Research – Uses and Opportunities