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Migrant women face unique difficulties, such as labour discrimination, limited sexual and reproductive health (SRH) services, obstacles to family reunification, gender-based violence (GBV) and human trafficking. ¹ The European Commission's labour integration approach currently fails to account for these difficulties. Civil society organisations (CSOs) and non-governmental organisations (NGOs) attempt to fill these gaps but lack capacity and funding. The European Commission's current approach does not respect human dignity and impedes the migrant community's integration and inclusion. This chapter discusses sexual assault and gender-based violence, which may be disturbing to some readers.

This issue is relevant and important because migrant women comprise a large portion of the migrant population ² and are a vital part of the migrant community. The methodology used in this chapter is a human security framework with a people-centred approach to policy that empowers those impacted by it. Research for this chapter was conducted using news articles, academic articles, UN reports and publications. Based on this, the European Commission must take a holistic and binding approach that protects the rights and dignity of migrant women.

There are multiple approaches that the European Commission can take to incorporate human dignity into its policies towards women and migration, such as applying international conventions and implementing policies that account for migrant women. All approaches must be realistic and required of all member states.

Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration will occur and whether education policies facilitate social cohesion is unclear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this chapter seeks to examine their immigration, integration, and education policies. Using an original conceptual framework, this chapter analyzes how relevant federal and state policies have evolved since the 1980s in these two contexts. This chapter considers integration to be the process by which immigrants identify with the receiving country (RC) and their previous contexts, provided that the RC is supportive and accepting. The goal of integration is less inequality along ethnic or cultural lines. By analyzing policies in terms of immigrant students’ identity formation and conceptions of equality, this chapter argues that the evolution of such policies in Berlin and California has not always been linear. Moreover, while both states consider diversity to be positive, their policies do not extend to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students.

Refugee students’¹ education is disrupted by multiple spatial and temporal transitions – no matter where they come from, where they go, and what cause their forced migration. The first major disruption occurs with their flight from origin countries due to security or other reasons. The COVID-19 pandemic led to another dramatic disruption with a heightened risk of weakening hard-earned progress. This chapter examines an example of post-migration education opportunities for urban refugee students across two monolingual contexts at two critical junctures from their arrival in the destination countries to the COVID-19 outbreak. It discusses the readiness and responsiveness of Turkish and German education systems by examining the instances and consequences of disruption in refugee students’ education in İstanbul and Hamburg. A multiple case study design with critical policy analysis (CPA) was used. In addition to the available national statistics, empirical data drew on semi-structured in-depth interviews with refugee students and teachers. The background section maps out the trajectory of refugee education with a synthesis of the formal educational policies in Turkey and Germany toward the inclusion of refugee students into public schools. The findings first elaborate on the readiness of the Turkish and German contexts and a scoping review of the literature on the major issues in both settings. The second part explores the responsiveness of both education systems to refugee children’s education during the COVID-19 pandemic in both cases, namely, in İstanbul and Hamburg.

This chapter examines the connections between race and class divisions and examines how they shape racial inequities in the distribution of resources, power and privilege. Throughout history, racial identity has been a key factor in determining a person's position in modern capitalist societies. As such, issues of race and class have preoccupied sociologists and other scholars with diverse ideological orientations. This is highlighted in debates around the nexus of race and class in the production of racial structures, laws and institutions that legitimate and perpetuate the normalisation and centrality of whiteness. This chapter summarises some of the historical and ongoing debates, providing a synthesis of how race and class divisions continue to shape contemporary intergroup relations and social policy. It delves into racial capitalism and how race intersects with other social identities to determine socio-economic hierarchy in many western countries.

This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings.

The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change.

The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures.

Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning.

Public willingness to pay for extra public benefits and services may demonstrate a tension between the common good (more services) and economic motives (higher taxes for all). In this article, the authors present an analysis of this trade-off by drawing upon the Bourdieusian theory of social reproduction and habitus.

Employing the European Social Survey (2016), the authors first examine the patterns of relationships between the agents' position in the social structure and their attitudes across care regimes in Europe. The authors then analyse whether this link is mediated by agents' individual trajectories and dispositions, such as their beliefs towards equality or tradition, political orientation, or religiosity.

The findings support the importance of both sociation and individuation in habitus formation, albeit to varying degrees across the regimes. Individual attitudes are therefore shaped not only by interests of reproducing or maximising social positions but also by more reflexive propensities to think about the common good.

In this article, the authors draw upon the theory of social reproduction and habitus by Pierre Bourdieu, who has been thus far rarely employed in the study of welfare attitudes. The article also contributes to the literature that studies the trade-off between the expansion and financing of reconciliation policies.

The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to foster engineers who can contribute specifically to such ends. This study aims to report an effort to significantly update an existing engineering programme in IT with this ambition and to analyse the effects and challenges associated with the transformation.

This study is based on a combination of action-oriented research based on implementing key changes to the curriculum; empirical investigations including surveys and interviews with students and teachers, and analysis of these; and a science and technology studies-inspired analysis.

Respondents were generally positive towards adding topics relating to sustainability. However, in the unmaking of traditional engineering subjects, changes created a conflict between core versus soft subjects in which the core subjects tended to gain the upper hand. This conflict can be turned into productive discussions by focusing on what kinds of engineers the authors’ educate and how students can be introduced to societal problems as an integrated part of their education.

This study can be helpful for educators in the engineering domain to support them in their efforts to transition from a (narrow) focus on traditional disciplines to one where the bettering of society is at the core.

This study provides a novel approach to the transformation of engineering education through a theoretical analysis seldom used in studies of higher education on a novel case study.

Successful commercialization is crucial to innovative firms, but further investigation is needed on how diverse stakeholders can contribute to the commercialization of a radical innovation that requires particular market creation support. This paper aims to, therefore, analyze the key stakeholders and their contributive activities in commercialization and market creation, particularly in the case of radical innovations.

This study relies on qualitative research design including interviews with key stakeholders, such as regulators, scientists, experts, licensing partners, core company representatives and extensive secondary data. This single-case study concerns a functional food product, which is a radical innovation requiring the development of a novel product category positioned between the food and medicine categories in global market settings. Since its market launch in 1995, the involvement of multiple stakeholders was needed for its successful commercialization in over 30 countries.

Results uncover the contributions of diverse stakeholders to commercialization and market creation, particularly of radical innovation. Stakeholders performed market creation activities such as regulating the marketing and labeling of food products, conducting safety assessments, revealing and validating the positive health effects of the novelty and raising awareness of healthy living and cardiovascular health. The commercialization activities included distributing the products overseas, applying the ingredient to different food products and making the products available for users.

This single-case study provides an overview of the positive stakeholder activities with contributions to market creation and commercialization of functional food innovations. Although the user perspective was not included in the empirical part of this study because of our focus on B2B actors, users of the innovation can contribute to R&D activities to a great extent.

The developed framework of stakeholders’ contributive activities in radical innovation commercialization and market creation contributes to literature discussing market creation as well as commercialization within the marketing and innovation management research fields. This work also generates practical advice for managers who commercialize (radical) innovations.

The purpose of this paper is to examine the contribution that problem structuring methods – a branch of the decision support discipline of operational research – have made in helping managers deal with situations of high complexity. The paper reviews the limitations of traditional operational research and argues that problem structuring methods have expanded the entire discipline and significantly contributed to its holistic nature and problem-solving orientation.

The paper provides a critical discussion of the limitations of the traditional operational research approach and examines how the development and successful application of problem structuring methods have opened up a new paradigm of analysis in management science.

In theoretical terms, problem structuring methods have moved the discipline of operational research away from its positivistic epistemology and towards interpretivism and the acceptance of a subjective social reality. In practical terms, they offer managers a broad range of appropriate analytical tools which provide transparency and offer the opportunity to those affected by the problem situation to be actively involved in the entire modelling process within a facilitated environment.

The paper offers a critical discussion of the contribution that problem structuring methods have made while also identifying the challenges they face as they try to achieve higher levels of recognition and acceptance in management science.

In the following, the region of Southeast Asia will be introduced by offering an overview of the recent developments regarding demographic transition, socioeconomic change, social inequality and the diversification of migration patterns. We will sketch out, how young people fare in the face of these conditions, especially with regard to their own or their families' mobilities. Finally, the four contributions of this section, each reflecting a specific context of Southeast Asia's transnational societies and the related intergenerational dynamics, will be introduced.