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Governments and other organizations are confronted with more frequent and devastating crises and disasters as the environment within which they operate becomes more complex and tumultuous (Hwang & Lichtenthal, 2000; Rosenthal & Kouzmin, 1997). Recent catastrophic events, such as the tsunami in Southeast Asia and Hurricane Katrina in the United States, have heightened interest in efforts to plan for and resolve these crises. However, despite the far-reaching disruptions caused by these crises, the literature on the topic of crisis impacts has hitherto been relatively scant, and most studies are not empirical (Pelling, Ozerdem, & Barakat, 2002).

The impact of climate disasters (e.g., floods, storms, or landslides), which are generally of low intensity and high frequency, should not be overlooked in developing countries. Global experiences related to the damage due to these disasters indicate that such events can be devastating in communities that are vulnerable to hazardous impacts. Cumulative effects of climate disasters are a sign of a potential catastrophe. Moreover, the recent increase in these events poses additional issues that increase the cost of local public administration, including emergency operation and infrastructure recovery. This chapter explains key problems related to climate disasters that are increasing, particularly in the local area of developing countries, and clarifies the need to incorporate climate disaster risk reduction into public development planning and practice. The chapter also provides descriptions of the research location, approaches of the study, and the structure of this book.

This paper examines the growth of private corporate influence in American higher education. A key question is corporate philanthropy and privatization at what cost? The terms often used in these discussions are commodification of the academy, privatization of a public good, or the increasing corporatization of higher education. Today, American universities are responding to the demands of the marketplace, as knowledge is being used as a form of venture capital and where professors have become academic entrepreneurs and students have become consumers. The foregoing is made more complex as an increasingly diverse student pool seeks access to postsecondary education, in the face of federal policies that serve to restrict access and financial support. A discussion of the collateral costs of our corporate culture as we face challenges to access, equity, and opportunity in America in the twenty-first century concludes this paper.

The primary school in any rural village is a significant and vivid institution. Its classrooms, playground, buses, staffroom, governing body, PTA committee, religious celebrations, educational visits and community events are a focus not just for village pride but for parental and social aspirations and tensions. Village schools are special local spaces, in which the bite is keenly felt of national education policies. They are sources and sites of friendships, rivalries and divisions amongst both children and adults; places where celebrations and disappointments occur on a daily basis; an important local employer and reliant on a range of committed volunteers. Village schools are genuinely lively and dramatic places.

But not in The Archers. The mostly invisible children of Ambridge simply board a bus to Loxley Barrett aged five, then mysteriously alight aged 11 at Borchester Green or the fee-paying Cathedral School. During those primary years Ambridge’s children, parents and listeners seem blissfully unaffected by tests, snow, bullying, crazes, curriculum change, poor teachers, brilliant teaching assistants, academisation, Ofsted inspections, fussy governors, budget crises or any other rural educational reality.

In this chapter we consider why primary education, a topic that dominates the lives and conversations of real village families from all backgrounds, seems to be of such insignificance to the inhabitants of Ambridge?

Previous quantitative research documents that college students with disabilities do not attain higher education at rates equal to their nondisabled peers. This qualitative study posits that socioeconomic status (SES) is a determinant of this discrepancy, and explores how SES and disability shape the college experience of New York City (NYC) students with learning disabilities (LDs), specifically.

Research findings from semi-structured interviews with students with LDs (n = 10) at a low-SES and a high-SES colleges are presented against the backdrop of administrative data from NYC baccalaureate-granting colleges (n = 44), disability staff surveys (n = 21), and disability staff interviews (n = 9). Examined through the lens of political economy, qualitative data demonstrate the ways colleges create environments that enable or hinder student success through difference in policy implementation.

Student themes like stress, identity, and entitlement are discussed against the theoretical and empirical exploration of the intersectionality of SES and disability. Socioeconomic differences are linked to variation in students’ college choice, accessing evaluations, requesting accommodations, and receiving supplementary supports.

It is beneficial to use strategic management to gain profound, long-term comprehension and learning in challenging topics such as change evaluation. Since the impact of COVID-19, norms changed, complexities developed and situational elements were identified that could be used to improve and manage operations. This change did not spare the tourism and hospitality industry; as a result, this industry is facing a crisis to recover from pandemics. Keeping this in mind, researchers struggle to investigate the phenomenon; quested advantages may be derived for rehabilitation. Strategic leadership perspective is one of them that can be used for more significant tourism industry benefits. Leaders are required to prepare strategies for developing technical abilities to increase the efficiency of their organisations. It must become necessary to have a strategic aim to change existing social and cultural values, religious standards and psychological attitudes under their vision. This chapter aims to apply the theory of change to manage the tourism and hospitality industry's recovery, focusing on strategic leadership's theoretical framework and strategic intent. The chapter includes a study of the literature to determine the effectiveness of strategic intent in the leadership of the tourism industry. In addition, this work debates about building a better and more comprehensive understanding of the factors that influence, contribute to and relate to strategic intention. This chapter draws several beneficial propositions for readers, academicians and practitioners.

The University of California at Berkeley now delivers more to the public of California than it ever has, and it does this on the basis of proportionally less funding by the State government than it has ever received. This claim may come as a surprise, since it is often said that Berkeley is in the process of privatizing, becoming less of a public university and more in the service of private interests. To the contrary, as the State’s commitment to higher education and social-welfare programs has declined, UC Berkeley has struggled to preserve and even expand its public role, while struggling simultaneously to retain its competitive excellence as a research university. This paper delineates how UC Berkeley has striven to retain its public character in the face of severe financial pressures. A summary of the indicators invoked can be found in the Table near the end of the text. This paper then addresses the sustainability and generalizability of the Berkeley strategy.

The purpose of this chapter is to provide an overview of the research presented in this edited volume.

This report is based on 17 chapters, which vary in terms of research approach, design, and method, yet aims to present different country perspectives on diversity within diversity management.

The chapters present new insights on how the national and macro-social environment impacts the institutional approaches to diversity management across the world. Findings indicate the need for organizations to focus on deep-level diversity, rather than choosing a tick-box policy on surface-level diversity. Empirical studies reveal that every institution can adopt a diversity-friendly approach in a way that best fits their structure, culture and the mentality of their top management team.

The report summarizes and integrates novel insights on country perspectives and approaches on diversity management.

We advance entrepreneurship research by developing a theoretical model of how founding teams form. Our neo-Carnegie model situates nascent founders in particular network-structural milieus, engaging in aspiration-driven search for and evaluation of prospective co-founders. The formation of co-founding ties between nascent founders can be divided into four theoretical steps, which we label activation, evaluation, approach, and reciprocation. Successful founding team formation is a consequence of mutually favorable evaluations by nascent founders in a multi-sided matching process. Nascent founders with higher and less flexible aspirations are more likely to undertake distant search for co-founders by seeking referrals, forming ties with strangers, and forming new ties to social foci where they might meet potential co-founders. Churn in newly formed founding teams emerges as a consequence of shifting dominant coalition dynamics in the founding team caused by organic venture evolution and intentional changes in strategic direction. Our theoretical model provides new insights on the formation pathways of founding teams, their initial task and relational resource endowments, and initial team dynamics.