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The literature on corporate governance has experienced an explosive growth in the past decade and presented some new trends. One purpose of this paper is to make an exploratory survey of this. Since China is a typically emerging and transition economy, another purpose of this paper is to review some domestic studies with an intention to discover the evolution logic of corporate governance practices in China under a complicated and exclusive context, the third purpose is to provide future research directions.

This paper surveys recent literature in the field of corporate governance, intending to find out the development trends and extract the main line of literature on and practices of Chinese corporate governance.

In this paper, we find that recent literature on corporate governance provides some new insights into subtle characteristics of governance, governance effects of relational network, political connections, corporate governance evaluation and financial institutions governance. During the past decade, the literature on Chinese corporate governance has referred to some new areas during the transition process from administrative governance to economic governance. In addition to the above, we attempt to put forward an analytical framework and the proposition that Chinese corporate governance is in the transition process from administrative governance to economic governance.

The authors propose some research topics where future studies on corporate governance may prove valuable, especially putting forward an analytical framework which can be used for discussing and analyzing corporate governance in China.

This paper reviews some new trends of literature on corporate governance and makes a contribution to corporate governance studies by providing fruitful directions, extracting the main line and analytical framework for China's mode during the transition process from administrative governance to economic governance.

This chapter presents the development of Comparative Education in the most representative countries for this discipline in Western Europe, taking into account the diachronic evolution (since the first texts of Jullien de Paris in 1718 or the written work of Sadler in 1900) and the synchronicity of the discipline from which our patterns of committed intellectual activism have been perceived and have consequently allowed the regulation of its current mapping.

Special reference will be given to some of the classic and renewed dilemmas that have prevailed over the decades as cross-cutting themes of interest for specialists in Comparative Education with issues related to denomination, its purposes of ideographic or nomothetic nature, its sometimes problematic entailment with International Education, the significance of the lending and transferring policies in the current scenarios or the present increasing globalization phenomenon in our educational reality, among others.

The chapter also aims at recognizing the possibilities and, at the same time, the limitations currently faced by “Comparative Educations” in Cowen´s words, through working effectively with the most idiosyncratic signs of identity in the discourse and its most immediate future projection in the coming years.

We focus our article on the reasons that support the importance of the discipline: the global evolution of the current supranational scenarios from a social, economic or cultural perspective; the state of education since the contribution of educational policies or the situation of higher education in the context of the European Higher Education Area (EHEA) that, among other aspects, mark the good stage through which the analyzed discipline is experiencing.

Finally, the ratification of this statement is complemented by the firm consolidation of Comparative Education in the European context, giving reference not only to the articulation of its own associations or societies created but also to the journals emerged from them, with a notable impact on the rest of the world and their special contribution to the dissemination of the purposes of the discipline related to the generation and diffusion of policies and practices from a comparative view.

During this current decade, many studies analyzing the use of co‐operative agreements by Spanish firms have been realized. Analyzes the results of these papers to determine if the main features of alliances signed by Spanish firms coincide with those observed in other studies on co‐operative agreements having a European or a worldwide focus. The results of the analysis show that, although a good deal of similarity can be found, certain singularities also exist that can be interpreted as a consequence of the integration of Spain into the European Union.

This chapter addresses international educational governance by exploring some of the factors contributing to increasingly internationalized national educational policymaking and the ways that related trends in educational policymaking either constrain or shift to meet particular needs and challenges within specific national contexts. After discussing the phenomenon and the impact of globalization on international educational governance, the role of the state, and some examples of both contextualization and bounded rationality, the impact of national policy convergence is discussed. This chapter concludes by summarizing the ways that national policy convergence became the focus of international educational governance and national educational policy based on the same ideas and structure through seemingly different implementation, but often-identical measurable outcomes. Examples from Japan and Saudi Arabia highlight the discussion.

Although it is widely held that multinational collective bargaining (MCB) may represent the most effective labour response to the multinational enterprise (MNE), its appearance is sporadic and ephemeral. Examples appear to be confined to situations where factors and conditions highly conducive to international union co‐operation exist. The constraints and incentives for the development of MCB are examined in the context of the 1970s and 1980s and their changing economic environments. The analysis uses a framework based on the economic theory of bargaining cartels. It is explained why MCB has occurred in unrepresentative cases and prospects for labour responses to the MNE are examined.

The international women's movement has always focused on discrimination against women, but only in the past few decades have activists paid special attention to domestic violence. In post-communist Europe, it took even longer but the Polish, Czech, Slovak, Hungarian, and Slovene governments eventually reacted to domestic and global pressure and established new definitions and norms dealing with domestic violence. Analyzing the process of norm development on domestic violence in Central Europe can direct us toward determining to what extent political and economic processes and decisions in Europe are driving globalization, or are being driven by globalization.

This special “Anbar Abstracts” issue of the Marketing Intelligence & Planning is split into nine sections covering abstracts under the following headings: Business Strategy; Marketing Strategy; Customer Service; Sales Management; Promotion; Marketing Research/Customer Behaviour; Product Management; Logistics and Distribution; Sundry.

The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula.

Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices.

The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula.

The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators’ perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines.

Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented.

Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students’ learning gaps in sustainability education. To this end, this study examined undergraduates’ learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.

By adopting a decolonial critical standpoint, the scope of this paper is to discuss the concept of legitimacy in the international management (IM) field and conduct a critique of its epistemological limitations.

This paper presents the approach to legitimacy most commonly used in the IM field in order to understand its limitations in analyzing the historical development of Brazilian ethanol.

The historical analysis of the Brazilian case shows that the narrow perspective underpinning the concept of legitimacy in the IM literature overlooks broader political and power relations since the focus of analysis is conducted from the standpoint of multinational corporations operating abroad. Thus, coloniality, international impositions of trends and fashions, illegitimacy and delegitimations, and dominant colonial designs are particular examples of forms of power and politics that are not visible in analysis using legitimacy in IM.

IM has rarely used legitimacy in contrast with other areas of knowledge that work with the notion of international content. The paper generates insights that can foster other interpretations and uses for the concept of legitimacy and illegitimacy in IM.