■ Emotions are largely absent in economic models. Possibly for this reason, many theories fail to explain the actual decisions made by managers.■ Therefore, we integrate emotions with regular microeconomic theory. We focus on FDI decisions, and include both economic and emotional variables in our analysis of the firm's decision-making process.■ In our theoretical analysis, emotions are included in a utility maximization model that considers not only the utility of the firm but also the utility of the individual decision-maker.■ In our empirical analysis, the presence of emotions in FDI decision-making is tested using a sample of Dutch enterprises that considered an investment in Central or Eastern Europe between 1990 and 2000. Key Results■ The empirical results show that emotions are important in economic decisionmaking. The presence of positive emotions increases the chance of Dutch firms to engage in an FDI in Central and Eastern Europe.

Faced with a situation in which countries compete for international students, it becomes especially important to understand students' preferences regarding migration behaviour. This paper looks at the determinants of international mobility intentions in the specific situation of Indian students in sciences and engineering. It uses the collected data from the survey held among students at five Indian universities and complements it with qualitative data from interviews. We looked at the role of students' personal and family background, universityrelated factors, their social network and preferences for living location in their motivations for moving abroad. The type of university and field of studies work as strong predictors for students' desired move abroad. Whether a student plans a career in academia or wants to work in a company has a decisive influence on where they see themselves in the near future. Professional aspects are confirmed to be the most prominent in the decision-making regarding international mobility. People who place high importance on work-related factors are more mobile, while people who place higher importance on family-friendly environment and public safety prefer staying in India. International student mobility is obviously a family decision. Parents' support is crucial for moving abroad, in moral as well as in financial terms. Normally, obligations towards family are put in the first place ahead of potential individual initiatives.

Purpose -PPPs can impose important future public costs, while PPP government guarantees create explicit contingent liabilities similar to public debt obligations. The risk that arises from such partnerships must be transparently valued to assess a country's fiscal profile. The purpose of this study is to show that the notion of a PPP as a (set of) contingent claim(s) can also be used to value the PPP public risk. Design/methodology/approach -Taking a finance perspective, the paper refers to more traditional cases of asset valuation, applies them to a PPP and compares more carefully different set-ups of a PPP. The paper introduces and analyzes the different scenarios that were at the government's disposal for executing a transport infrastructure project. Findings -The findings reveal that, for the first years, the burden on the surplus or deficit will be less in the case of the PPP compares to typical public investment. Secondly, the net contingent PPP flows constitute the real effect on the deficit and correspondingly on the public debt and weaken the government's fiscal position. Finally, the paper attributes a specific price to the PPP public risk introducing CDS valuation with and without counterparty (government) default. Originality/value -This study, by proposing a method to evaluate PPP risk, complements previous literature on PPPs, which touches upon issues mainly related to the description of PPP types, the effect of contingent commitments and the accounting classification of PPP assets.

In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally.