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This chapter presents empirical results of an analysis of the content of education reform globally in nine policy areas during the recent wave of neoliberal reforms between 1970 and 2018. It draws on data from the World Education Reform Database (WERD), the most comprehensive database to date of education reforms around the world. The results show a dramatic increase in policy reform discourse on improving educational quality compared to reforms in other policy areas between 1970 and 2018, with the pace accelerating from 1990 onwards. Expanding access to education remains an important priority. Access reform discourse slightly increases during the peak period of education reform from 1992 to 2009, before leveling off. The results also show a significant rise of reforms in policy areas related to accountability discourse. Overall, the descriptive trends presented in this chapter complement case study literature on neoliberal education reform and suggests directions further cross-national research.

This paper discusses data-collection strategies that use digitized historical newspaper archives to study social conflicts and social movements from a global and historical perspective focusing on nationalist movements. I present an analysis of State-Seeking Nationalist Movements (SSNMs) dataset I, which includes news articles reporting on state-seeking activities throughout the world from 1804 to 2013 using the New York Times and the Guardian/Observer. In discussing this new source of data and its relative value, I explain the various benefits and challenges involved with using digitized historical newspaper archives for world-historical analysis of social movements. I also introduce strategies that can be used to detect and minimize some potential sources of bias. I demonstrate the utility of the strategies introduced in this paper by assessing the reliability of the SSNM dataset I and by comparing it to alternative datasets. The analysis presented in the paper also compares the labor-intensive manual data-coding strategies to automated approaches. In doing so, it explains why labor-intensive manual coding strategies will continue to be an invaluable tool for world-historical sociologists in a world of big data.

Within the last two decades, entrepreneurship education has become institutionalized in Germany. It is offered as a stand-alone program or as part of a business degree, combining academic knowledge, practical skills, and personal development to enhance the entrepreneurial success of university graduates. While entrepreneurship education has experienced similar growth worldwide, its emergence in Germany is closely tied to the country’s political and economic developments. The significance of entrepreneurship education for a thriving entrepreneurial ecosystem and contemporary economic policy has been instrumental in advancing its academic recognition. This chapter provides a historical analysis of the academization of entrepreneurship in Germany. It explores the recursive and often idiosyncratic processes involving state and financial institutions, companies, and universities that have created, respecified, and mutually reinforced a subdiscipline and field of study. Academic entrepreneurship knowledge successively not only became relevant for starting a business but also for employment within the entrepreneurial infrastructure and beyond. This chapter follows a chronological order, highlighting three key stages in the academization of entrepreneurship education. First, the academic, financial, and political roots (I) of entrepreneurship up until the 1970s. Second, it explores the transformation (II) of entrepreneurship into a viable policy alternative and the challenges faced in establishing complementary research and education in higher education institutions during the 1980s. Finally, it sketches the institutionalization (III) of entrepreneurship as a central driver of government economic policy, allowing for the late bloom of entrepreneurship education and research at universities around the turn of the millennium.

The Government of Eswatini (GoE) civil service wage bill has continued to rise in recent years. The personnel budget is still the largest single recurrent expenditure item in the budget in Eswatini. To control the civil service wage bill, the GoE introduced Lean Service Principle through Management Services Division (MSD). The civil service wage bill continues to rise despite the implementation of the Lean Service Principle. So far, there are no tangible outcomes that indicate that the principles applied have been effective in the reduction of the wage bill. Thus, this research aims to examine the question of why the Lean Service Principle failed to effectively slow the rampant growth of the civil service wage bill in the Kingdom of Eswatini. This study used the quantitative research approach to collect data on amounts spent on wages, the percentage increase of the wage bill for the period 2010–2017, and the percentage increase in the number of civil servants as per the Establishment Registers, 2010–2017. The study investigated the wage bill push factors, the shortcomings of the Lean Service Principle, and the Just-In-Time (JIT) Technique in the management and reduction of the GoE civil service wage bill. The study found the MSD has been applying the wrong methodologies in wage bill control, which has been evident in the continued yearly increase of the wage bill. The study recommends that the MSD should consider the utilisation of Human Resources Forecasting and Planning Techniques instead of using the Lean Service Principle and the JIT technique. This study will enable the Cabinet to make an appropriate decision on the mandate and future of the MSD, as there have been growing calls to disband the division due to the failure to reduce and/or control the wage bills as that is the core mandate of the division.

Energy use occupies an important place among the service activities offered to tourists that guide the tourism industry. The realization of basic needs such as heating, cooling, ventilation, lighting and decontamination in these enterprises are among the important factors that directly affect energy use. In order to obtain the energy needed for the sustainability of services at a more affordable cost, renewable energy sources should be put into operation. In this direction, it makes it more advantageous for businesses in the tourism sector to invest by turning to renewable energy sources in order to maintain their activities more economically. In this context, the main purpose of the study carried out in this part of the book is to reveal the latest developments in the field of evaluation of renewable energy sources in tourism enterprises. Bibliometric analysis was carried out by using the Web of Science (WoS) database in the research and with the findings obtained, it was concluded that the field is new and up-to-date and needs to be studied more. When looking at the WoS categories of studies titled renewable energy in tourism enterprises; it was concluded that more energy fuel, green sustainable science technology, science themes were given weight. According to the network analysis, the most cited authors and countries' densities were determined and the intensive expressions in the network keywords in their studies titled renewable energy in tourism enterprises are renewable energy, renewable energy sources, sustainable tourism, sustainability, carbon dioxide (CO₂) emissions, green marketing, blue economy, and energy efficiency.

In this chapter, the authors employ bibliometric, co-word, and thematic analyses to explore the scientific intersection between higher education (HE) and sustainable development (SD). In particular, the authors analyze a dataset of 215 articles extracted through the Scopus database to understand how the literature debates sustainability and HE. After providing a detailed description of the methodology employed, the authors perform a descriptive and thematic analysis of the dataset. The authors outline general information about the database, the formula applied to search for the results, and the methods used to polish the dataset. The authors then determine the number of publications per year and the number of papers per journal; consider the most used keywords; and build a thematic map based on the co-occurrence network. Lastly, the authors discuss the results and the limitations of our work, providing some indications for future research opportunities.

The incorporation of Corporate Social Responsibility (CSR) and sustainability is essential for higher education institutions' (HEIs') future development as they deal with more societal and environmental concerns. The current status of research on CSR and sustainability in HEIs is examined in this systematic review, which also identifies major themes and trends for future development. This review emphasizes the complex characteristics of CSR and sustainability in the higher education environment, spanning aspects like university's social responsibility (education, community engagement, research, and internal management and organization), Sustainable Development Goal (environment, social, and economic), student's perceived self-efficacy, students' intention to implement sustainability, students' engagement for sustainability. It does this by assessing a wide range of scientific works. Additionally, it reveals the advantages and disadvantages of applying CSR and sustainability strategies in HEIs. The results highlight the significance of all-encompassing initiatives that cover governance, accountability, and openness in order to promote a sustainability culture inside HEIs. The paper ends with suggestions for further study, highlighting the necessity of interdisciplinary methods and successful collaborations to promote CSR and sustainability initiatives in HEIs and consequently contribute to sustainable development generally.

The primary goal of university education globally is to promote research, knowledge, and innovations instrumental for national development and societal transformation. In line with this goal, East African countries, namely Kenya, Uganda, and Tanzania have invested heavily in university education in the last 60 years since independence. The evidence of this is the increasing number of both private and public universities, and the number of students joining the institutions. While the expansion of university education is to be celebrated, it should not be taken for granted that this expansion indicates development. The purpose of this research was to assess the impact of university education on regional development in the three East African countries, that is, Kenya, Uganda, and Tanzania. Data were collected through historical analyses, database searches on electronic and printed sources, and interviews. The study found out that the three African countries have formulated the goals of education toward the achievement of development and that large budgets have been committed to educational expansion in the university in recent years. However, the impact of the universities in the development of the region expected through research and innovation is minimal because of major challenges that include expansion of access without adequate government funding; compromises quality; graduate unemployability and political interference; students’ unrest and strikes; weaknesses in earlier levels of education; regional, gender, and class inequalities; and misalignment of education, development, and contextual strengths. Proposed future strategies included the calls for governments to enhance regional consultations on development and education, the need for specialization in programs rather than duplication, enhancement of international collaborations and networking, rethinking the role of education in development within given contextual and environmental realities, and good governance and adequate funding of education.