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Criminologists spend many hours debating whether they should intervene in the real world to make it better or whether they should limit themselves to taking a detached stance in their research. Debates about the role of criminologists in society have followed the script of the modern academy, which praises the lone hero researcher. Yet, the challenges criminologists confront with their activism have deep cultural and structural roots that only collective action can transform. The injustices criminologists confront (defined as harm or crime committed by individual or collective actors that is corporate-sponsored or state-sponsored) require that criminologists exchange the ‘I’ for a ‘we’, and ask how we can collectively mobilise to transform society. In this chapter, the author discusses how Colombian Indigenous communities and the author, in partnership, have used a pedagogy of liberation to transform the deep sources of violence fuelling their genocide.

Democratic renewal in Sri Lanka as well as a cross the Global South depends on strengthening democratic social movements within varieties of patrimonial capitalism. Patrimonial capitalism, emphasising patron–client relations, coincide with weakening democratic institutional cultures and practices. The dominant corruption/anti-corruption narrative is bracketed with elite class strategies aimed at negotiating a ‘managed corruption’. The realm of representative politics creating consent for patrimonial capitalism is shaped by: ethnic and class relations; the weakening of working-class parties; patriarchal cultures within parties; links with criminal networks; opaque finances and the integration of mainstream media with party patronage.

Democratising the realm of representative politics points towards democratic social movements. The internal dynamics of social movements, their relationships with political parties and collective learning are significant factors that shapes the strategic orientation of social movements. State repression of social movements highlights the need for demilitarisation and the abolition of prisons. The global sense of this local struggle relates to transforming financial markets and platform economies towards notions of financial and digital commons. The integration of different realms of politics, such as representative, movement, life and emancipatory politics, is vital for reinforcing solidarity as the basis for counter-hegemonic struggles.

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.

In this chapter, we develop the “hall of mirrors” metaphor for practicum learning, introduced in Schön (1987) and expanded upon in MacKinnon (1989), as a heuristic for considering the ways in which we might claim that our practice has transformed through engaging with self-study methodology. First, we reconsider Schön's (1987) ideas about professional learning and their implications for our understanding of self-study, specifically, his claim that professional learning is unique in that a hall of mirrors is created “on the basis of parallelisms between practice and practicum” (p. 297). This parallelism is particularly relevant for teacher educators as we often aim to engage our students in the very practices we hope they will enact in schools. In so doing, we consider MacKinnon's cautions about over-simplifying any model of teacher education. Second, we use these ideas to each select excerpts from self-study work we have conducted in our careers to identify moments of transformed thinking about teacher education. Finally, we arrived at a new metaphor of a concave mirror for a retrospective look at the results of our self-study investigations. A concave mirror, unlike its planar counterpart, creates different orientations of images (right-side up vs. up-side down), depending on how far an object is away. We develop this final metaphor as a way of thinking about the differences inherent in treating self-study work at a distance, after some time has passed from the original moments when we were embedded in a hall-of-mirrors relationship with our students.

The use of technology in Saudi Arabian higher education is constantly evolving. With the support of the 2030 Saudi vision, many research studies have started covering learning analytics and Big Data in the Saudi Arabian higher education. Examining learning analytics in higher education institutions promise transforming the learning experience to maximize students' learning potential. With the thousands of students' transactions recorded in various learning management systems (LMS) in Saudi educational institutions, the need to explore and research learning analytics in Saudi Arabia has caught the interest of scholars and researchers regionally and internationally. This chapter explores a Saudi private university in Jeddah, Saudi Arabia, and examines its rich learning analytics and discovers the knowledge behind it. More than 300,000 records of LMS analytical data were collected from a consecutive 4-year historic data. Romero, Ventura, and Garcia (2008) educational data mining process was applied to collect and analyze the analytical reports. Statistical and trend analysis were applied to examine and interpret the collected data. The study has also collected lecturers' testimonies to support the collected analytical data. The study revealed a transformative pedagogy that impact course instructional design and students' engagement.

The objective of this chapter is to help unpack the performance-enhancing role of certain capabilities that influence the decision of female immigrant entrepreneurs to rapidly internationalise. It employs a capabilities perspective of the broader resource-based theory and contributes to existing research involving capabilities that facilitate or inhibit rapid internationalisation. One strand of earlier literature highlights a potential ‘double disadvantage’ among particular female immigrant entrepreneurs associated with gender and ethnicity. An alternative strand of prior research identifies certain gender and ethnic resources/capabilities like cultural knowledge that can provide potential advantages. Findings from interviews with 11 female immigrant entrepreneurs that migrated to the UK, and selected secondary data, form an instrumental case study. New insights emerge regarding the potential role of appropriate stakeholders in transforming operational capabilities to those of a threshold or potentially dynamic nature. The findings suggest that generalisation should not occur regarding earlier literature investigating practices in other sectors.

The recent pandemic has seen a considerable shift in patterns of work, some of which may well be permanent. One of these changes is the increase in teleworking, which has risen considerably in use. Some of this change has been at the insistence of employers while some have been desired by employees. This has had many implications and possible consequences for the future, and even for the mental health of those involved or affected by this change to home working. In this chapter, these changes and their implications are explored in detail, with a prognosis being considered.

Open data are characterized by a number of economic, environmental, technological, innovative, and social benefits. They are seen as a significant contributor to the city’s transformation into smart city. This is all the more so when the society is on the border of Society 5.0, that is, shift from the information society to a super smart society or society of imagination takes place. However, the question constantly asked by open data experts is, what are the key factors to be met and satisfied in order to achieve promised benefits? The current trend of openness suggests that the principle of openness should be followed not only by data but also research, education, software, standard, hardware, etc., it should become a philosophy to be followed at different levels, in different domains. This should ensure greater transparency, eliminating inequalities, promoting, and achieving sustainable development goals (SDGs). Therefore, many agendas (sustainable development strategies, action plans) now have openness as a prerequisite. This chapter deals with concepts of open (government) data and Society 5.0 pointing to their common objectives, providing some success stories of open data use in smart cities or transformation of cities toward smart cities, mapping them to the features of the Society 5.0. We believe that this trend develops a new form of society, which we refer to as “open data-driven society.” It forms a bridge from Society 4.0 to Society 5.0. This chapter attempts to identify the role of openness in promoting human-centric smart society, smart city, and smart living.

This chapter discusses the challenges and opportunities that exist in the realm of management and business education. The author provides an in-depth analysis of the history and development of management education, highlighting the changes and evolution that have occurred over time. Furthermore, the author discusses the dominant paradigm that has shaped management education and the issues that have arisen as a result. Specifically, the author identifies the problems that have contributed to financial crises and business failures, demonstrating the inadequacies of the current approach. Finally, the author argues for the need to revolutionize the current management education system. This involves a significant departure from the traditional methods of teaching and learning, and instead emphasizes the development of critical thinking skills, problem-solving abilities and adaptability in a rapidly changing business landscape. This chapter challenges the current state of management education and offers a compelling call to action for reform. By addressing the issues that have plagued the field and proposing innovative solutions, the author aims to pave the way for a more responsible management education system.

This chapter delves into the impact of digital initiatives on firms and sheds light on how they can be explained through market reactions and the resource/capabilities mechanism. By providing a novel conceptual framework that reflects the potential impact of digital initiatives on the sensing, seizing and transforming capabilities of dynamic capabilities, this chapter reveals the tremendous potential of digital initiatives to help firms become more adaptive to their environment and create sustainable competitive advantages that elicit positive market responses. This conceptual framework represents an original contribution to the literature. It enhances the understanding of the resource-based view and efficient market hypothesis, providing a fresh perspective on the influence of digital initiatives on firm performance and the dynamic capabilities mechanism that has hitherto been overlooked. As a result, this chapter enables researchers to develop testable hypotheses that examine the causal relationships between digital initiatives, dynamic capabilities and market performance using robust quantitative research methods. Furthermore, this chapter offers valuable insights for managers seeking to develop a more focused approach to digital transformation and enhance their competitive advantage. By exploring the impact of digital initiatives on sensing, seizing and transforming capabilities, managers can gain a deeper understanding of how they can leverage digital initiatives to improve their organisational performance and respond more effectively to the demands of an ever-changing landscape.