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During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

This paper investigates the extent to which U.S. trade policies during 1922–1962 impacted the Pacific Rim economies differently from the rest of the world. Empirical analysis demonstrates that U.S. trade with the Pacific Rim had consistently higher tariff barriers than U.S. trade with the rest of the world among import-competitive manufactures. This paper then analyzes the reasons behind this phenomenon from both a political economy and a historical perspective. On both fronts, the Pacific Rim was at a disadvantage, and its higher barrier to trade with the United States was by no means historically accidental.

This chapter addresses the common assumption that research questions are fixed at the outset of a study and should remain stable thereafter. We consider field-based organizational research and ask whether and when research questions can legitimately change. We suggest that change can, does, and indeed should occur in response to changes in the context within which the research is being conducted. Using an illustrative example, we identify refinement and reframing as two distinct types of research question development. We conclude that greater transparency over research question evolution would be a healthy development for the field.

Although people have always been aware of the role and importance of green space, trees, and other nature in cities, wider recognition and policy support is of a much more recent date, for example in the context of current climate and public health challenges. The nature-based solutions concept has emerged as a strong, recent attempt for “mainstreaming” of nature in political, planning, and economic areas. Starting from a description of the role of nature in cities, this chapter introduces the nature-based solutions concept and its current spread and implementation in an urban context. It also raises some questions about the next steps in implementing the concept, perhaps moving away from too much focus on a utilitarian view of nature and ecosystem and toward considering nature as a framework for all planning and decision-making.

Purpose of this chapter is to explore Afrocentric mentoring models of individuals in higher education. In this chapter, leadering will refer to mentoring and the influence upon followers and why and how activities and objectives are to be achieved. Issues of race, social class, disability, gender, sexual orientation, age, and geographic location play a role in faculty and leader faculty leadering. Literature review was used in investigating the phenomenon of faculty leadering from the perspectives of cross-cultural faculty leadering relationships within the field of education and Afrocentric faculty leadering models. Afrocentric philosophy, Indigenous wisdoms, and also the cultural traditions and perspectives of peoples of African heritage are assumed to offer a helpful foundation toward a nuanced explanation of culturally relevant faculty leadering within the faculties of education. A faculty leader to demonstrate professional behaviors and actions that will assists staff in professional socialization in higher education. Racism and other forms of oppression experienced by Black and other marginalized youth in societies cause many to develop fatalistic attitudes about themselves, their education, and their future. African-centered faculty leadering models should be rooted within philosophies, cultures, and principles that apply theories to praxis, unique locally and globally.