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There does not exist any precise definition of ‘development’. In view of the indispensability of an interpretation of this concept a degree of speculation seems to exist in a development process. This is the reason this chapter has been included in this work. No scholar has precisely defined ‘development’ and ‘developing’ countries. It is believed that indigenous people know best what would be most suitable for them for development of their country. However, any discussion of these topics becomes incomplete, controversial, etc. in the absence of any precise definition. This chapter is no exception to this although an attempt has been made to outline development.

Transaction cost economics sees a broad spectrum of governance structures spanned by two types of economic adaptation: autonomous and cooperative. Stakeholder theorists have drawn much inspiration from transaction cost economics but have not paid explicit attention to the centrality of the idea of adaptation in this literature. This study aims to address this gap.

The authors develop a novel conceptual framework applying the distinction between the two types of economic adaptation to stakeholder theory.

The authors argue that the idea of cooperative adaptation is particularly useful for describing the firm’s collaboration with primary stakeholders in the joint value creation process. In contrast, autonomous adaptation is more relevant for firms interacting with secondary stakeholders who are not directly engaged in joint value creation and may not have formal contractual relationships with the firm. Accordingly, cooperative adaptation can be seen as vital for resolving team production problems affecting joint value creation, whereas autonomous adaptation addresses how the firm maintains legitimacy within the larger stakeholder environment.

Similar to its significance for transaction cost economics, the distinction between the two types of adaptation equips stakeholder theory with a new systematic understanding of a potentially broad spectrum of firm–stakeholder collaboration forms.

This paper introduces the concept of a “computable economy” and discusses how it relates to the emergence of Web3 or the new type of economy that has arisen from the integration of digital technologies such as blockchain, smart contracts, and digital identity. A “computable economy” is one where those computational rule systems are integrated into a connected graph, allowing for decentralized cooperation and distributed coordination. This paper traces the trajectory of innovation in the economy from the development of industrial production technologies to the rise of information and communication technology (ICT) and the digital economy. It argues that the shift to a “computable economy” is a consequence of the transformation of analog economic institutions into natively digital institutions. This results in a “full stack” digital economy where all economic actions can be digitally constructed and implemented. This paper concludes by discussing the potential of Web3 to create a new type of economy, that is, “techno-utopian” and characterized by human flourishing, as the incursion of machines and computation leads to a new era of economic growth and transformation.

“Immediate Gratuitousness” puts cryptocurrency and its sister industries into a history of performances of extravagance, daring, and waste. My assertion is that the people to read at this point in the development of crypto are not Mazzucato or Galbraith, Minsky or Perez (or Hayek and Mises), but Antonin Artaud, playwright of the theater of self-destruction and gratuitous gestures. This account of crypto situates it in a context of value produced through performance and ruinous waste, from burning a million British pounds on the Isle of Jura in 1994 to the production of proof-of-burn minting mechanisms, and explains how to make sense of our carnivalesque moment through the logic of the extravagantly destructive.

In the past 10 years, the scale of running events in China has increased dramatically, and the forms of running events have also become rich and diverse. Running is not only a social phenomenon but also a historical and cultural phenomenon as an organic part of human culture with its own sociological values in China. This chapter offers insight into the development of Chinese running culture and how this has emerged from ancient and modern Chinese running cultures based on Foucault's disciplinary power theory, biopower and the technologies of the self. This chapter argues that running culture in China constructs the subjectivity of the Chinese runners under the joint action of the technologies of power and the technologies of the self. The findings acknowledge how Chinese Runners present and express themselves by showing a ‘sense of presence’. Runners illustrate the implicit or explicit meaning and value of a particular way of life through running. Runners regard running as the technology of the self for self-expression and self-creation so that individuals can control their bodies and soul, thoughts, behaviours and ways of existence. Emerging technologies of power provide possibilities for the production of running culture in China, and the current policy under the technologies of power meets the needs of runners. In Chinese running culture, power was not oppressive but productive.

This final chapter draws together the key findings presented in the preceding pages and considers emergent conclusions and implications for mental health and wellbeing in schools. The author draws upon the evidence presented by the book’s eclectic range of contributors and the health promoting schools’ (HPSs) framework to provide a road map of what an effective whole school approach (WSA) might look like moving forward. Crucially, lessons from recent crises in education, including COVID-19-driven changes in pathways to support, are highlighted as pivotal factors in a future vision which sees schools as an effective and sustainable frontline force to help tackle the global burden of child and adolescent mental health through a proactive, preventive stance. With this future focus in mind, next steps are considered in terms of developing effective and sustainable mental health and wellbeing support for all within healthy school settings.

Forcibly displaced refugee entrepreneurs face extra challenges that are beyond the barriers that face immigrants and hosts in their journey towards starting up, growing and developing their businesses. This study aims to critically examine the opportunity identification (OI) of forcibly displaced refugee minority women entrepreneurs in Glasgow.

Qualitative semi-structured face-to-face interviews with 10 participants were conducted, including 6 forcibly displaced women entrepreneurs and 4 stakeholders. A six-step thematic framework for data analysis with NVivo 11 was used.

Findings revealed that forcibly displaced refugee women’s entrepreneurial opportunities occur through a dynamic identification, discovery, recognition and exploitation of opportunities. Women-led businesses remain underdeveloped due to restrictions imposed by the Scottish Government, Westminster Government and local council authorities.

This study was only conducted in Glasgow areas, although this is where most of the forcibly displaced groups live. The research team suggests that further studies with a large sample cutting across more local authorities beyond Glasgow should be conducted.

The empirical findings serve practitioners, local authorities business managers, researchers and policymakers. The study reveals a gap and lack of support and specific training and programmes that could positively benefit forcibly displaced refugee women entrepreneurs within the host communities.

The novelty of this study lies in the research topic which is still understudied. This is together with the new empirical findings of entrepreneurial OI and the provision of insights related to challenges facing forcibly displaced refugee women entrepreneurs in Glasgow.

Coming to social justice, for me, is always a new process. You can never see social injustices in the same way because of changing circumstances, situations, events, people, or just the fact that you are looking at it from a different space or at a different time. Hence, critique and revision are next steps in how we teach, learn, and lead. Obviously, contexts matter, but what does that mean when placed next to the hegemonic formats and habits of doing educational leadership research? Do the constructs themselves: social justice, equity, and inclusion offer pathways forward for rethinking research and practice?