Inclusive governance and related concepts: A review and policy insights

This study explores the dynamics of career anchors shaped by organizational, individual, and societal determinants in relation to women’s access to leadership positions in Moroccan sports federations. In a historically male-dominated setting, understanding these dynamics is essential for promoting more equitable and sustainable career progression. Between January and June 2024, semi-structured interviews were conducted with 28 female leaders from 12 federations, employing a qualitative interpretive approach and thematic analysis using NVivo 14. The findings highlight two anchors specific to the Moroccan socio-cultural context (family and social support and religious and cultural beliefs), which reveal the impact of cultural pressures and familial responsibilities that may hinder women’s advancement. Additionally, six other career anchors prevail in sports: emotional and professional security, managerial competencies, resilient challenge, technical skills, transformative commitment, and global outlook. The interplay of individual, organizational, and societal factors, along with these career anchors, shows that older women seek to make a lasting impact, while younger women prioritize challenges. Family and cultural support helps balance personal life and ambitions, while the development of managerial skills and a supportive work environment proves crucial. Moreover, the economic context, religious beliefs, cultural norms, and international legal frameworks heavily influence women’s career choices, prompting them to pursue stability, ethical alignment, and global opportunities. This study provides decision-makers with a clear understanding of the factors shaping women’s career trajectories and suggests tangible actions (fostering inclusive governance, advancing gender equality, and shifting mindsets) that can enhance the overall performance of the Moroccan sports sector.

Type of the article: Research Article

Abstract
The relationship between corruption and investment has attracted growing scholarly attention amid global concerns over governance quality, institutional efficiency, and capital mobility. This paper aims to systematize and critically assess how the relationship between corruption and investment has been explored in academic literature from 2015 to 2024, without limiting either concept to specific forms or levels. A bibliometric analysis was conducted based on 1,535 journal articles indexed in the Scopus database. The study identifies publication trends, dominant keywords, and seven thematic clusters, which reflect major research areas such as institutional quality, foreign direct investment, sustainable development, public policy, and social outcomes. A focused subset of 184 articles, containing both corruption- and investment-related terms in their titles, served as the basis for thematic classification. Three main research approaches are identified: (1) investment-type studies, which overwhelmingly focus on foreign direct investment (FDI), while domestic and informal investments are rarely addressed; (2) causal-explanatory models, which emphasize economic and institutional determinants but largely omit cultural and behavioral variables; and (3) case-based empirical analyses, which are often concentrated on single-country contexts. China is the most frequently studied country, whereas Central Asia, the Middle East, the CIS region, Western Europe, and the Commonwealth are all significantly underrepresented. The findings reveal thematic fragmentation, conceptual bias toward FDI, and persistent geographical imbalance. The study provides a foundation for future research and supports the development of more diversified, context-sensitive approaches to understanding the corruption-investment nexus.

Type of the article: Research Article

Educational reform in Morocco continues to face persistent challenges related to learning outcomes, territorial disparities, and the limited effectiveness of centralized policy instruments. In this context, participatory governance at the school level has emerged as a potential lever for improving school effectiveness. This study examines how the internal participatory mechanisms embedded in the Integrated School Project influence teachers’ perceptions of effectiveness in pilot schools. The analysis is based on data collected through a self-administered questionnaire distributed to teachers involved in the project in the Marrakech-Safi region between early June and late July 2025. Out of 420 questionnaires administered, 357 were retained after quality control. Measurement constructs were validated using confirmatory factor analysis, and the empirical relationships were estimated using median quantile regression with robust standard errors to address non-normality and heterogeneous perceptions. The results show that perceived effectiveness increases significantly when school action is structured around collective prioritization of objectives, inclusive working groups, clear assignment of responsibilities, and strong methodological rigor. Institutionalized decision-making spaces and teachers’ involvement in concrete pedagogical choices also exert a positive effect. In contrast, collaborative project co-design and the formal documentation of collective decisions do not significantly influence effectiveness, while shared diagnosis has a more moderate impact. Overall, the findings indicate that participatory governance improves school effectiveness only when it is operationalized through structured and stable mechanisms rather than symbolic participation, with important implications for strengthening guided school autonomy in Morocco.