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Existing research argues that repression hindered the ability of local civil rights movements to influence the development of local War on Poverty programs; however, the Virginia civil rights struggle defies this pattern. This comparative county-level study melds institutionalist accounts of welfare state development with an analysis of movement repression in order to explain this paradox. A distinction is made between situational and institutional repression. While scholars focus on the former and its negative impact on mobilization, this study suggests that institutional repression can have the opposite effect, unifying movements and facilitating their influence on the formation and implementation of poverty policy.

The reflections in this chapter explore the genesis of tourism geography in the Netherlands and Belgium marked by political and linguistic constraints, plus historical, political, and cultural factors, as well as the footprints of some pioneers. The dual language use of French and Dutch/Flemish has often been offered as an excuse for the low profile of the region’s universities in international knowledge networks. However, thanks to the involvement in thematic networks and a growing pressure for researchers to publish internationally in peer-reviewed journals, the research landscape in tourism has definitely changed. Geographical and spatial approaches to tourism have led to a colorful research landscape today.

This chapter explores the impact of postgraduate entrepreneurship and enterprise (E&E) education in UK Universities on the entrepreneurial actions of foreign students by reference to students from the second largest transition economy, Russia. The research identifies the most popular courses selected by foreign students for UK study and to identify and qualify the related student experience in order to identify correlations with how graduates exploit entrepreneurial opportunities upon return to home country. British universities have placed increasing dependency on foreign students which has increased pressure to enhance curricula to ‘embrace a wider global context’. Universities have been pressured also to play a new role in society by pursuing a ‘third mission’ of economic development to support the traditional roles of research and teaching. The increase in supply of HE providers has increased competition for students so curricula have to be innovative in order to attract them. An interpretivist philosophy and qualitative methods was employed across three phases, to study university managers, selected according to university and contact with foreign students; Russian non-government officials, selected to comment on the nexus of issues around Russian business and college education; and graduates (‘past’ and ‘recent’), selected according to country of origin, focus of studies and choice of university. This study confirmed that ‘the UK has a long tradition of the university third mission role’ where ‘HEIs are independent, self-governing bodies’, ‘most or part-funded by government’ and since 1992, seen an increase in the overall number; universities have been especially aggressive in pursuing foreign students so have led in designing attractive programmes and curricula. Findings show that modern UK University E&E teaching is effective in changing foreign students’ entrepreneurship perception and behaviour. The university/course selection and teaching/learning experience combine to produce measurable post-study entrepreneurial actions, whether in starting new or joining existing businesses with new found knowledge, social capital and ways of viewing the world.

Recent research has challenged traditional views of the 1920s-era Ku Klux Klan in the United States. Case studies have shown that the movement appealed to a broad middle-class constituency and advocated a range of popular reforms. These findings have stimulated a provocative debate over whether the movement represented a mainstream “civic populism” or a more racist reaction to change. Here, I review the recent debate and show how the new data are consistent with current sociological models of collective action. Comparing studies of Klan mobilization in several cities, I argue that the movement was both populist and racist, combining processes of contemporary urban racial and class formation. From this perspective, I suggest, the 1920s Klan highlights a critical moment in the development of racial and class identities in 20th century urban America.

Social comparison literature has long established that drawing comparisons facilitates competitive motivation. Yet, the literature has neglected how the actor may simultaneously become the target of comparison, which can likewise increase competitive motivation. Therefore, competitive motivation increases not only because coacting competitors draw social comparisons but also because they are simultaneously the target of other's social comparison. In this chapter, we build a dual process framework to explain how comparing and being compared each facilitate competitive motivation. We also posit that these processes – comparing and being compared, respectively – are bidirectional and reciprocal, as each process can incite the other. Finally, we discuss the circumstances under which comparing and being compared combine additively versus interactively to drive competitive motivation. Our theoretical framework brings together the disparate literatures on social comparison and evaluation apprehension under one unified theory of competitive motivation, and proposes new directions for competition research.

In this essay, we seek to understand how international business schools contribute to the development of effective global leaders. To do so, we start by examining the practical needs and challenges faced by multicultural teams operating in diverse global environments. Next, we compare and contrast three models of global leadership skills development used at three international institutions in Poland, Mexico, and Canada. We analyze each approach using Brake’s (1997) global leadership triad and Oddou and Mendenhall’s (2018) transformational axes model. We then discuss the future of global leadership education and the role business schools should play in the development of appropriate skills.

This research examines the bidirectional relationship between Environmental, Social and Governance (ESG) voluntary disclosure engagement and financial performance of a panel of banks extracted from the Gulf Cooperation Council (GCC) banking industry, covering a period of 11 years (2007–2017). We find that GCC banks, and in particular Islamic banks, voluntarily disclose low level of information related to ESG activities. Using system GMM methodology, we provide evidence that ESG disclosure adversely affects bank performance, regardless of the bank performance measure used. Thus spending on ESG turns out to be costly for GCC banks, a result that is consistent with the agency problem, where managers are likely to reduce long-term expenditures related to ESG actions in order to boost short-term profits. As managers' compensations often relate to short-term financial performance, managers tend to reduce their spending on ESG activities. Furthermore, contrary to previous research, our results indicate that the relationship between ESG and financial performance is bidirectional and dynamic. We also find evidence that ESG disclosure positively affects performance only for well-diversified banks. Finally, although conventional banks disclose significantly more information related to ESG activities, we do not find any significant differences between the two types of banks in the relationship between ESG disclosure and performance. Our suggestion is that these results are consistent with what we call “clientele” and “gravitation” effects, where a customer tends to choose to deal with the bank that reflects his religious beliefs (gravitation effect) and with the bank that provides him with the best services (clientele effect) regardless of its ESG disclosure.