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In this chapter, the authors undertake a systematic review of the literature to identify research exploring the use of new information and communication technologies (ICT). New ICT include the use of the Internet, mobile communications, and social technologies. The authors find that while interest in the area is increasing, especially among marketing and information systems scholars, there seems to be far less research interest among international business (IB) and strategy scholars. This chapter provides a summary of the research that has been done and discusses some potential future research areas that IB and strategy researchers might wish to pursue. Among these projects are investigating the use of ICT as a tool to aid the internationalization process, improve location choice and entry mode decisions, and identify and create a sustainable competitive advantage. The use of ICT in business is pervasive; As research scholars, we need to build these technologies into our theories and research to help managers determine what works and where certain technologies can help create better performing firms.

This article argues that the financial crisis has brought to the surface a series of dilemmas that have their origins in the declining affluence of the U.S. economy in the late 1960s and 1970s. When growth faltered beginning in the late 1960s, policymakers confronted difficult political choices about how to allocate scarce resources between competing social priorities. Inflation offered a means of avoiding these trade-offs for a time, disguising distributional conflicts and financing an expansive state. But the “solutions” that inflation offered to the end of growth became increasingly dysfunctional over the course of the 1970s, setting the stage for the turn to finance in the U.S. economy. Paradoxically, the turn to finance operated as the functional equivalent of inflation, similarly allowing policymakers to avoid difficult political choices as limits on the nation's prosperity became more constraining. But the turn to finance no more resolved these underlying issues than did inflation, and as a result the recent financial crisis likely augurs the return of distributional politics to center stage in American political and social life.

Environmental degradation, economic and political threats along with ideological extremism necessitate a global redirection toward sustainability and well-being. Since the survival of all species (humans, animals, and plants) is wholly dependent on a healthy planet, urgent action at the highest levels to address large-scale interconnected problems is needed to counter the thinking that perpetuates the “folly of a limitless world.” Paralleling critical societal roles played by universities – ancient, medieval, and modern – throughout the millennia, this chapter calls for all universities and higher education institutions (HEIs) generally – estimated at over 28,000 – to take a lead together in tackling the pressing complex and intractable challenges that face us. There are about 250 million students in tertiary education worldwide rising to about 600 million by 2040. Time is not on our side. While much of the groundwork has been done by the United Nations (UN) and civil society, concerns remain over the variable support given to the UN-2030 Sustainable Development Goals (SDGs), especially in light of the negative impact of global biodiversity loss on achieving the UN-2030 SDGs. Ten propositions for global sustainability, ranging from adopting the SDGs at national and local levels to ensuring peaceful uses of technology and UN reforms in line with global socioeconomic shifts, are provided for consideration by decisionmakers. Proposition #7 calls for the unifying One Health & Well-Being (OHWB) concept to become the cornerstone of our educational systems as well as societal institutions and to underpin the UN-2030 SDGs. Recognizing the need to change our worldview (belief systems) from human-centrism to eco-centrism, and re-building of trust in our institutions, the chapter argues for the re-conceptualization of the university/higher education purpose and scope focusing on the development of an interconnected ecological knowledge system with a concern for the whole Earth – and beyond. The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”

The social and environmental challenges facing our society, coupled with financial scandals and crises, have led to increased focus on and expectations for corporate social responsibility (CSR) (Ditlev-Simonsen, 2009; Knox, Maklan, & French, 2005; Midttun, 2007; Samuel & Ioanna, 2007). However, in order to meet this expectation, business students need education in the CSR field. The amount of attention to CSR in business education varies widely (Evans, Treviño, & Weaver, 2006) and the lack of a CSR curriculum in some countries has been severely criticised, with calls for more focus on the subject (Aronsen & Bue Olsen, 2009). In Norway, for example, propositions to the Parliament about CSR urge The Research Council for Norway to pursue and strengthen their programme for financing research in this field (Utenriksdepartementet, 2009). CSR addresses normative and ethical issues, and students’ self-awareness, attitudes and understandings of others are key elements (Banaji, Bazerman, & Chugh, 2003). CSR-related situations comprise a set of dilemmas with no absolute ‘right’ or ‘wrong’. In this sense CSR education is different from most of business school education format, and therefore requires different educational tools.