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Western management philosophy and thought have been around for millennia; however, the supremacy of its concepts and writings has become a subject of criticisms in Africa. There is a huge gap in African management education which calls for redesigning of management curriculum to affirm African social orientation and self-determination that will enable new forms of learning and knowledge required to tackle complex global challenges. The objective of this chapter is to review Western management thought and practice vis-à-vis the existing management philosophy in Africa prior to her colonisation and advocate the need to redesign management curricula. To accomplish the aforementioned objective, this chapter took a historical, reflective and systematic approach of literature review to advance renewal of management curricula in Africa. The analysis began with a review of pre-colonial management philosophy and thought in Africa, followed by a discussion of how colonialism obstructed and promoted the universality of management. This was followed by a review of African traditional society and indigenous management philosophies. The chapter discussed topics that should feature in an African-oriented management curriculum and highlighted fundamental constructs that can be fused into management curriculum of business schools/teaching in Africa. The chapter also made a case for a flexible management curriculum structure that is broader than the conventional transmission-of-knowledge building which views students as passive learners’ by adopting suitable pedagogical tools that will be relevant for knowledge transmission and assessment and also enhance learning and management practices that is culturally fit and relevant to global practice.

The impact of globalization is undeniable; yet, it is so pervasive that we as researchers are still seeking answers to its impact and how to bring it to use most effectively. This chapter studies the role of global values in higher education of Pakistan and the amalgamation of global values in the practices of higher education institutions (HEIs) of Pakistan. For this purpose, 18 educational leaders and institutional heads of public and private HEIs of Pakistan were interviewed. Through thematic analysis, it was found that the educational leaders of Pakistani HEIs believe that global values such as integrity, creativity, fairness, unity, freedom, connection, sustainability, empowerment, reverence for life, human rights, civil rights, mutual trust, and honesty are responsible for harmony and peace in the world, and that universities are the best centers for promoting these values. However, they had concerns regarding Colonization by Western Values and conservation of national, regional, cultural, and religious values within a nation state.

Environmental justice activism is increasingly globalized, multi-faceted and multi-scaled (Bickerstaff & Agyeman, 2009; Walker, 2009a, 2009b). The existence or perception of injustice triggers the development of social activism in increasingly diverse contexts. The present contribution seeks to assess the explanatory value of resources in understanding activism (Freeman, 1979). In place of justice, the under-studied social movement theory of resource mobilization is explored as a complementary and partly oppositional account of justice activism. The highly controversial anti-GMO movement in France is selected as an invigorating context for evaluating activism. The perceived injustice of lifting restrictions on the importation of GM maize into France inspired the mobilization of a nationwide movement. In sharp contrast to existing literature, ideology is considered as a resource that effectively promotes or hinders social activism. Significant conclusions are developed for environmental justice activism research around emphasizing instability, heterogeneity, cultural sensitivity and above all, the limitations of agency-centric arguments.

This chapter explores the development of sport sociology in China from its transition from an ‘imported’ Western concept to a ‘localised’ Chinese discipline. Specifically, this chapter considers the role of the body in this process. This chapter offers some descriptive insight into the development of sport sociology in China, focussing on how it has transitioned from an ‘imported’ Western concept to a ‘localised’ discipline with its own unique characteristics. It also seeks to address some differences and similarities between Eastern and Western ideologies regarding the concept of the ‘body’ and how these differences influence the study of sport sociology in China. The chapter uses a historical and philosophical approach to analyse the development of sport sociology in China. It examines the concept of the body in both Western and Chinese contexts and how these concepts have influenced the development of sport sociology in China. The value of this work is it provides a unique perspective on the development of sport sociology in China, highlighting the role of the body and the process of localization. It contributes to the understanding of the interaction between Western and Eastern ideologies in the field of sport sociology.

This chapter takes a look at the evolution of Egypt’s educational system under different regimes that were in power during the years of 1954–2011. By analyzing the education policy under the regimes of Gamal Abdel Nasser, Anwar El Sadat, and Hosni Mubarak, the chapter aims to show how different ideologies have influenced the educational system and the larger goals of social development in the country. In particular, the chapter will highlight the “open door policy” of economic liberalization and the abolishment of the guaranteed government employment policy for graduates that was initiated by Anwar El Sadat and continued during the Mubarak’ era. This became one of the factors that led to growing resentment against state’s policy and fueled the revolution in 2011. The chapter will conclude that the historical context provides a lens to understand the complexity of how education systems are formed and reformed under various regimes and ideologies, and the ensuing consequences of social inequity. What remains to be seen is how educational policy will be shaped in post-revolution Egypt.

Social media ideology represents a missed opportunity of vital importance to colleges and universities. The core tenants of this ideology include wider and freer access to information through the use of emerging technologies. Colleges and universities should consider implementing social media ideology to improve efficiencies in the delivery of learning and organizational operations. As example, the chapter highlights two innovative companies founded on innovations representing a doctrine of convergence – socializing course, content, delivery, and marketing into a broader format, which not only educates the student, but also expresses the unique qualities of the organization itself. Examples include Tech University of America, eduFire, and an experimental course model developed as the result of an introduction of the leaders of these two organizations.

A multidimensional understanding of human nature based on biology can provide a very useful framework of analysis and bring some understanding and coherence to the very fragmented perspectives within moral, political, and legal philosophy. A useful four-part framework of analysis can be based on the evolution of the brain as described by Paul MacLean (1973, 1990) and Sir John Eccles (1989). A similar pattern of development of our mental and moral capacities through experience in childhood was also described by Jean Piaget (Inhelder & Piaget, 1958) and Lawrence Kohlberg (1981). This multidimensional understanding of human nature considers the individual, social, rational, and metaphysical perspectives. Because this four-part multidimensional understanding of human nature is based on a naturalized epistemology related to the development of our mental capacities in both evolution and through experience, this pattern can be seen across a wide variety of disciplines. Medical ethics, US constitutional democracy, and legal philosophy will be used as examples of the usefulness of this multidimensional understanding of human nature.