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This chapter explores how neoliberal higher education reforms in the United Republic of Tanzania (URT) during the 1990s and 2000s were shaped by the history of governance, schooling, and foreign donor involvement in the country following its independence in 1961. Against this backdrop, I examine how concepts of private versus public leadership, individualism, competition, and education’s place in the overall development scheme shifted over time, and the influence these changing conceptualizations had on the role of universities in Tanzania by the end of the first decade of the 21st century. In an international environment in which powerful funding agencies see neoliberal higher education policies and “knowledge societies” as the key to increased national competitiveness and poverty eradication in sub-Saharan Africa, this chapter shows how changes embedded in recent market-centered university reforms – in which the state is said to “steer” rather than “row” – have influenced the quest for equitable development.

This essay focuses on the Chinese-Japanese Library of the Harvard-Yenching Institute and examines how the Library collected and transported Chinese rare books to the United States during the 1930 and 1940s. It considers Harvard's rationale for its collection of Chinese books and tensions between Chinese scholars and the Harvard-Yenching Institute leaders and librarians over the purchase and “export” of Chinese books.

This research is a historical study based on archival research at Harvard-Yenching Institute and the Harvard-Yenching Library, as well as careful readings of published primary and secondary sources.

By examining the debates that surrounded the ownership of Chinese books, and the historical circumstances that enabled or hindered the cross-national movement of books, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.

Drawing upon the unexamined primary sources and published second sources, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.

The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching.

The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour.

The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology.

This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

This paper attempts to trace and describe the role played by the government sector – the state – in promoting economic growth in Western societies since the Renaissance. One important conclusion is that the antagonism between state and market, which has characterised the twentieth century, is a relatively new phenomenon. Since the Renaissance one very important task of the state has been to create well‐functioning markets by providing a legal framework, standards, credit, physical infrastructure and – if necessary – to function temporarily as an entrepreneur of last resort. Early economists were acutely aware that national markets did not occur spontaneously, and they used “modern” ideas like synergies, increasing returns, and innovation theory when arguing for the right kind of government policy. In fact, mercantilist economics saw it as a main task to extend the synergetic economic effects observed within cities to the territory of a nation‐state. The paper argues that the classical Anglo‐Saxon tradition in economics – fundamentally focused on barter and distribution, rather than on production and knowledge – systematically fails to grasp these wider issues in economic development, and it brings in and discusses the role played by the state in alternative traditions of non‐equilibrium economics.

This paper explores the relevance of Adam Smith’s invisible hand and the remainder of his legacy for public management. The paper’s central claim is that, by approaching Adam Smith and his legacy, public managers can assist themselves to do what they should do - examine their latent assumptions. The first of three challenges in approaching Adam Smith’s ideas is to get Smith right, because he has been widely misunderstood. The second is to question Smith’s account of conceptual space; it is desirable to go beyond him. The third challenge is to explore in specific terms the potential for public management of an understanding of Smith and his legacy

This paper traces the incorporation of western educational histories in the development of normal-school curricula during the late Qing Dynasty and the Republic of China (1901–1944). It uses publication networks to show how the study of comparative educational history facilitated the international circulation of knowledge in the teaching profession, and how the “uses” of educational history were shaped by larger geopolitical forces.

This paper analyzes the international exchange of texts between normal schools in China and Japan and, subsequently, between normal schools in China and the United States. A database of 107 publications in the field of western educational history that were adopted in China reveals specific patterns of textual citation, cross-reference, and canon-formation in the field of educational historiography.

With conclusions derived from a combination of social network analysis and clustering analysis, this paper identifies three broad stages in China's development of normal-school curricula in comparative educational history: “Japan as Teacher,” “transitional period” and “America as Teacher.”

Statistical analysis can reveal citation and reference patterns but not readers' understanding of the deeper meaning of texts – in this case, textbooks on the subject of western educational history. In addition, the types of publications analyzed in this study are relatively limited, the articles on the history of education in journals have not become the main objects of this study.

This paper uses both quantitative and qualitative methods to uncover the transnational circulation of knowledge in the field of comparative educational history during its formative period in China.

Some studies have claimed that Chinese thinker Hu Shi (or Hu Shih) received and responded to John Dewey's educational ideas only at a theoretical level and did little for education at a practical level. This paper reexamines Hu's reception of Dewey's ideas with a focus on how he used those ideas to solve China's educational and social problems during the late 1910s and 1920s.

This paper draws upon what Schriewer (2012) has called “theories of reception.” Rather than focusing on the international dissemination of ideas and knowledge, this approach emphasizes the reception of foreign ideas from the perspective and needs of the receiver, interpreter and/or reader who apprehends such ideas within a particular socio–cultural context.

This paper finds that Hu not only received — and examined — Dewey's educational ideas in a systematic way, but also used them pragmatically to reform China's systems of education as part of the New Culture Movement after 1919.

This research offers a new understanding of Hu's reception of Dewey's educational ideas. It shows that Hu was not merely a “thinker” in the field of education but also a “doer” who sought to apply Dewey's ideas in practice. This new view allows us to reevaluate Hu's role in the modernization of Chinese education.

Josh Brochhausen and Adam Podrat, as partners in The Resource, wrote commercial music for the ads of several companies. They were innovators in the recording studio, and their music appealed to young consumers.

Josh and Adam also had become involved in producing records for hip hop artists. They undertook a project called Deaf in the Family, which was a full length album featuring artists from the hip hop underground. The record was well received among music critics from the underground press, but the project made no money because Josh and Adam did not have the financing to secure the appropriate clearances for the right to use samples from existing songs.

Their problem centered on the uncertainty of financial success in producing hip hop records, which was their passion, and deciding whether to devote energy and resources toward it, and away from making commercial music, which was their livelihood.