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Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

Lesbian, gay and bisexual (LGB) employees constitute one of the largest, but least studied, minority groups in the workforce. This article examines what we know, and what we need to know, about the career and workplace experiences of this understudied population. The construct of sexual identity is defined, followed by a review of the research on sexual orientation in the workplace. Then an analysis of the differences between LGB employees and other stigmatized groups is presented. Three unique challenges facing LGB employees are identified, and conceptual models are developed that explain underlying processes. Finally, career theories are critically analyzed, and an identity-based longitudinal theory of LGB careers is presented.

This study provides a comprehensive framework of adaptation in triadic business relationship settings in the service sector. The framework is based on the industrial network approach (see, e.g., Axelsson & Easton, 1992; Håkansson & Snehota, 1995a). The study describes how adaptations initiate, how they progress, and what the outcomes of these adaptations are. Furthermore, the framework takes into account how adaptations spread in triadic relationship settings. The empirical context is corporate travel management, which is a chain of activities where an industrial enterprise, and its preferred travel agency and service supplier partners combine their resources. The scientific philosophy, on which the knowledge creation is based, is realist ontology. Epistemologically, the study relies on constructionist processes and interpretation. Case studies with in-depth interviews are the main source of data.

This article provides a detailed investigation of how Lewis revisited classical and Marxian concepts such as productive/unproductive labor, economic surplus, subsistence wages, reserve army, and capital accumulation in his investigation of economic development. The Lewis 1954 development model is compared to other models advanced at the time by Harrod, Domar, Swan, Kaldor, Solow, von Neumann, Nurkse, Rosenstein-Rodan, Myint, and others. Lewis applied the notion of economic duality to open and closed economies.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following research questions guide the study: What are the core theories related to adult and professional education, organizational development and strategic HRD? What are the conceptual frameworks associated with adult and professional education, organizational development and strategic HRD? How have these theories and conceptual frameworks applied the research and practice of HRD?

This study reviewed the HRD definitions and core theories. The core theories and conceptual frameworks related to adult and professional education, organizational development and strategic human resource development were described. The application of these theories and conceptual frameworks to the research and practice of HRD was addressed.

The psychology theories that were explored were the adult learning theories, and that gestalt-psychology, behavioral psychology and cognitive psychology were illustrated. Systems theory was explored and explained in relation to organization development. Economic theory was explored and explained focusing on human capital theory; and it was demonstrated how economic theory is associated with strategic HRD.

The core-theory description and linking to adult and professional education, organizational development and strategic HRD may give understanding of the HRD foundations and ethical perspective that is essential for both scholars and professionals. The conceptual frameworks presented can be used to help facilitate discussions on developing or implementing HRD programs.

Each day, many different people in different societies are striving within their daily work to advance society. Every society needs to create ideas for further development and in order to become recognised as developed. The purpose of this paper is to show how different cultures at different times created similar ideas and theories to develop their society.

A comparison between the development theories of Ibn-i-Khaldun and Wallerstein's famous “world system theory” is undertaken to show that similar ideas of development were in existence even centuries before. Technically, seminar papers were posted and reviewed on an e-learning platform in order to reach such peer-reviewed assessment in a “Global Studies” curriculum.

The paper shows that the similarity between all developed countries is a strong state and extensive economic activity in different areas among cooperative people. All of these three characteristics are measurable and visible in today's western societies, and also centuries before in other countries (the Golden Age of the Muslim World).

Limits to comparing the two development theories of Ibn-i-Khaldun with Wallerstein's world system theory arise because of the large gap in time and the big cultural differences between the authors of the two theories. There is, on one side, Ibn-i-Khaldun in the thirteenth century whose religion (Islam) played an important role in his development theory and on the other side there is a western author, Immanuel Wallerstein in the twentieth century. In Wallerstein's development theory, religion has almost no role. Another point is that Wallerstein's theory provides a guideline to almost all countries for reaching development but Ibn-i-Khaldun's target countries are the Muslim countries which were experiencing decline at his time.

Unlike traditional approaches, the present analysis includes early scientific theories from non-European authors. Thus, one of the main objectives of “Global Studies” is fulfilled; namely a trans-disciplinary, globalised perspective.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The purpose of this paper is to promote the theoretical innovation of socialist economics with Chinese characteristics in these areas.

We must “excavate new materials, discover new problems, propose new ideas, and construct new theories from the practice of China’s reform and development.”

Giving full play to the government’s role in realizing optimal allocation of resources required for the public economy to better exert its control, influence and guidance, and at least assume the following three responsibilities. The first is to iron out the economic cycle. The second is to lead the industry to upgrade. The third is to ensure national economic security.

Some deep-rooted issues still need to be further studied in order to establish the scientific and practical nature of the socialist economics with Chinese characteristics. For instance, why is the theory of a socialist economy with Chinese characteristics summarized from the development practice in China a scientific theory?

Recurrent “methodological disputes” have haunted the social sciences, again and again polarizing the case-oriented quest for specification against the natural science inspired quest for general, high-level theory. As a consequence, too much social science research is captured in either one of two vicious circles: ever more highly specified monographic case studies or preoccupation with periodically shifting general theories. The interaction of these two circles increases the risk of widespread amnesia: as social scientists are either bogged down in a stream of cases or flying high with the most recent grand (meta-)theories, social science forgets the actual empirical knowledge that is being meticulously created, maintained and revised in the daily handicraft carried out by a growing mass of researchers.